departamento de ciencias humanas y...
TRANSCRIPT
DEPARTAMENTO DE CIENCIAS HUMANAS Y SOCIALES
LICENCIATURA EN LINGÜÍSTICA APLICADA AL IDIOMA
INGLÉS
PROJECT PRIOR TO OBTAIN THE BACHELOR’S DEGREE IN APPLIED LINGUISTICS
“THE INFLUENCE OF TEACHER’S ATTITUDES AND BELIEFS
INTO TECHNOLOGY-RELATED SKILLS, AT UNIDAD
EDUCATIVA TUMBACO DURING THE 2010-2011 SCHOOL
YEAR.
AUTHOR: Collaguazo Carrera, Héctor Gonzalo
DIRECTOR: M.S. Ponce Medina, Miguel Vinicio
CO-DIRECTOR: Lic. Mg. Pinto, Monica
SANGOLQUI 2015
ii
CERTIFICACIÓN
iii
AUTORÍA DE RESPONSABILIDAD
iv
AUTORIZACIÓN
v
DEDICATION
This work is dedicated to God because he guided me and provided me with
the wisdom and all the requirements to accomplish this project.
My family especially my wife Miriam and kids Edison, Sofia, Domenica, who
have been by my side giving me affection, trust and unconditional support to
move forward, to meet another stage in my life and are the reason and the
reason that led me to follow overcoming day to day, to achieve my most
cherished ideals of excellence, they were the ones in the most difficult times
gave me their love and understanding so that they can be overcome, I want
to leave them a teaching that when you want to achieve something in life, no
time or obstacle that prevents it so that it can be achieved.
To my dear Parents whose fondly, love and example have made me a
person who can deal with values as: Husband, Father and Professional.
HECTOR COLLAGUAZO
vi
ACKNOWLEDGEMENT
I would like to express my sincere gratitude to the staff of teachers of the
“Educational Unit Tumbaco”, who provided me all the necessary information
for completing this project.
Also I would like to thank my professors for providing me with valuable
knowledge that flourished when applying it in our work. I thank my
professors, for their patience, guidance, support and encouragement
throughout my work research.
To the Department of Languages at the University of the Armed Forces for
giving me the opportunity to study and be a professional. To my colleagues
who provided support to succeed and overcome obstacles that arose during
college life and well as for conducting this research. My tutor, for supporting
me and guide me through the whole process of this work, to realize it in a
professional manner. There are many people who have been part of my
professional life. I would love to thank you for your friendship, advice,
support, encouragement and company in the most difficult moments of my
life. Some are here with me and others in my memories and in my heart, no
matter where you are want to thank you for joining me for everything you
have given me and for all your blessings.
vii
TABLE OF CONTENTS
CERTIFICACIÓN ................................................................................................................................. II
AUTORÍA DE RESPONSABILIDAD ..................................................................................................... III
AUTORIZACIÓN ............................................................................................................................... IV
DEDICATION ..................................................................................................................................... V
ACKNOWLEDGEMENT ..................................................................................................................... VI
TABLE OF CONTENTS ...................................................................................................................... VII
INDEX TABLES .................................................................................................................................. X
INDEX FIGURES ............................................................................................................................... XI
RESUMEN ....................................................................................................................................... XII
ABSTRACT ..................................................................................................................................... XIII
RESEARCH PROBLEM ........................................................................................................................ 1
1.1 IDENTIFICATION PROBLEM .......................................................................................................... 1 1.2 PROBLEM FORMULATION ............................................................................................................ 4 1.3 VARIABLES MATRIX............................................................................................................................ 4 1.4 OBJECTIVES .................................................................................................................................. 5
1.4.1 General objectives................................................................................................................ 5 1.4.2 Specific objectives ................................................................................................................ 5
1.5 JUSTIFICATION ............................................................................................................................. 6
CHAPTER I ........................................................................................................................................ 8
EDUCATIONAL UNIT TUMBACO........................................................................................................ 8
1.1 HISTORY ......................................................................................................................................... 8 1.2 INFRASTRUCTURE .............................................................................................................................. 9 1.3 EDUCATIONAL MODEL ....................................................................................................................... 9 1.4 THE PEDAGOGICAL MODEL ............................................................................................................... 10
CHAPTER II ..................................................................................................................................... 11
THE TEACHERS’ BELIEFS .................................................................................................................. 11
2.1 ATTITUDES AND BELIEFS ................................................................................................................... 12 2.1.1 The importance of teachers' beliefs.............................................................................. 13 2.1.2 The Process of Forming Teachers’ Beliefs .......................................................................... 14 2.1.3 How teachers' beliefs operate ........................................................................................... 16 2.1.4 How teachers' beliefs change ............................................................................................ 17
2.2 BELIEFS ABOUT TECHNOLOGY IN TEACHING AND LEARNING ..................................................................... 18 2.2.1 Implications for classroom teachers .................................................................................. 20 2.2.2 Teacher’s beliefs about technology ................................................................................... 20 2.2.3 Beliefs about the value of technology ................................................................................ 21
CHAPTER III .................................................................................................................................... 22
TECHNOLOGY RELATED-SKILL ......................................................................................................... 22
3.1 COMPUTER SKILLS ........................................................................................................................... 23 3.1.1 Basic computer skills .......................................................................................................... 23 3.1.2 Intermediate skills .............................................................................................................. 23
viii
3.1.3 Advanced skills ................................................................................................................... 24 3.1.4 Troubleshooting Skills ........................................................................................................ 24
3.2 TYPES OF TECHNOLOGY USED IN THE CLASSROOM ................................................................................ 25 3.2.1 Smart board ....................................................................................................................... 25 3.2.2 Whiteboard ........................................................................................................................ 26 3.2.3 Projector ............................................................................................................................ 26 3.2.4 Sound Amplifiers ................................................................................................................ 27 3.2.5 Software and Computers ................................................................................................... 27
3.3 BARRIERS TO INTEGRATE TECHNOLOGY ............................................................................................... 28 3.3.1 Computer Technology Experience ...................................................................................... 28 3.3.2 Technology knowledge ...................................................................................................... 29 3.3.3 Lack of Resources ............................................................................................................... 29 3.3.4 Inadequate Knowledge and Skills ...................................................................................... 31 3.3.5 Institutional Barriers .......................................................................................................... 33 3.3.6 Technophobia .................................................................................................................... 34 3.3.7 Inhibitors of Technology Integration .................................................................................. 35
CHAPTER IV .................................................................................................................................... 36
TEACHER’S BELIEFS AND TECHNOLOGY RELATED-SKILLS ................................................................ 36
4.1 TEACHERS' ATTITUDES TOWARD TECHNOLOGY ..................................................................................... 37 4.1.1 Teachers and Technology .................................................................................................. 38 4.1.2 Teachers' attitudes and computer technology training ....................................................... 40 4.1.3 Teachers' attitudes and computer experience ................................................................... 40
4.2 TEACHERS’ BELIEFS REGARDING TECHNOLOGY USE ............................................................................... 41 4.2.1 Contribution of computer technology to teaching and learning ....................................... 42 4.2.2 Using Technology in the Classroom ................................................................................... 44 4.2.3 Barriers to teacher’s use of computers .............................................................................. 44 4.2.4 Teacher’s view of technology ............................................................................................. 45
CHAPTER V ..................................................................................................................................... 48
OTHER CAUSES OF THE CORE PROBLEM ......................................................................................... 48
5.1 ADMINISTRATIVE SUPPORT ............................................................................................................... 48 5.2 LACK OF PROFESSIONAL DEVELOPMENT ............................................................................................... 48 5.3 TECHNICAL SUPPORT ....................................................................................................................... 49 5.4 INFRASTRUCTURE IN TECHNOLOGY IMPLEMENTATION AND INTEGRATION ................................................... 50 5.5 ACCESS ISSUES ............................................................................................................................... 50 5.6 TIME ISSUES .................................................................................................................................. 51 5.7 VOCATIONAL EDUCATION TEACHER AND COMPUTER TECHNOLOGY APPLICATION ........................................ 54 5.8 VOCATIONAL AND TECHNICAL TEACHERS COMPUTER TECHNOLOGY TRAINING ............................................ 56 5.9 PLANNING TECHNOLOGY LESSONS ..................................................................................................... 57
2.6 HYPOTHESIS SYSTEM ................................................................................................................ 58
2.6.1 Working Hypothesis ........................................................................................................... 58 2.6.2 Null Hypothesis .................................................................................................................. 58
3 METHODOLOGICAL DESIGN .................................................................................................. 59
3.1 RESEARCH TYPE AND DESIGN ............................................................................................................ 59 3.2 POPULATION AND SAMPLE ................................................................................................................ 59 3.3 FIELD WORK................................................................................................................................... 59 3.4 INSTRUMENTS FOR DATA COLLECTION ................................................................................................. 59 3.4.1 SURVEY...................................................................................................................................... 60 3.5 DATA PROCESSING AND ANALYSIS ....................................................................................................... 60
4 TESTING THE HYPOTESIS ....................................................................................................... 61
ix
4.1 GRAPHICAL EXPOSITION OF RESULTS ................................................................................................... 61 4.1.1 Data matrix of questionnaires ........................................................................................... 61 4.1.2 Analysis of results .............................................................................................................. 62
4.2 VERIFICATION OF THE HYPOTHESIS ...................................................................................................... 83 4.3 CONCLUSIONS ................................................................................................................................ 86 4.4 RECOMMENDATIONS ....................................................................................................................... 87
5 THE PROPOSAL...................................................................................................................... 88
5.1 ANALYSIS OF STAKEHOLDERS ............................................................................................................. 88 5.2 PROBLEM TREE ............................................................................................................................... 89 5.3 OBJECTIVES TREE ............................................................................................................................ 90 5.4 STRATEGIES TREE ............................................................................................................................ 91 5.5 ANALYTIC STRUCTURE OF THE PROPOSAL ............................................................................................. 92 5.6 LOGICAL FRAMEWORK MATRIX .......................................................................................................... 93 5.7 BUDGET ........................................................................................................................................ 95 5.8 ACTIVITIES SCHEDULE ...................................................................................................................... 95 5.9 EVALUATION .................................................................................................................................. 96
BIBLIOGRAPHY ............................................................................................................................... 97
x
INDEX TABLES
Table 2 ......................................................................................................... 61
Table 3 ......................................................................................................... 62 Table 4 ......................................................................................................... 63 Table 5 ......................................................................................................... 64 Table 6 ......................................................................................................... 65 Table 7 ......................................................................................................... 66
Table 8 ......................................................................................................... 67 Table 9 ......................................................................................................... 68 Table 10 ....................................................................................................... 69
Table 11 ....................................................................................................... 70 Table 12 ....................................................................................................... 71 Table 13 ....................................................................................................... 72 Table 14 ....................................................................................................... 73
Table 15 ....................................................................................................... 75 Table 16 ....................................................................................................... 76 Table 17 ....................................................................................................... 77 Table 18 ....................................................................................................... 78
Table 19 ....................................................................................................... 79 Table 20 ....................................................................................................... 80 Table 21 ....................................................................................................... 81
Table 22 ....................................................................................................... 82 Table 23 ....................................................................................................... 83
Table 24 ....................................................................................................... 84 Table 25 ....................................................................................................... 88
Table 26 ....................................................................................................... 93 Table 27 ....................................................................................................... 95
Table 28 ....................................................................................................... 95
xi
INDEX FIGURES
Figure 1 Problem tree .................................................................................... 3
Figure 2 New technology valuable tool ........................................................ 62 Figure 3 Students learn better using new technology .................................. 63 Figure 4 Students use technology make easier learning process ................ 64 Figure 5 Attended any course to get skills ................................................... 65 Figure 6 Teachers' trained to use basic applications ................................... 66
Figure 7 High cost of equipment is a barrier ................................................ 67 Figure 8 Lack training and time .................................................................... 68 Figure 9 Experienced any kind of anxiety or resistance ............................... 69
Figure 10 Motivation to use new technology ................................................ 70 Figure 11 Training to use new technology in the English classroom............ 71 Figure 12 Students enjoy when teachers use new technology .................... 73 Figure 13 Teachers experience in use new technology ............................... 74
Figure 14 Solve any problems about hardware and software ...................... 75 Figure 15 Teachers use internet, digital media tools .................................... 76 Figure 16 Teachers integrating video clips in classroom ............................. 77 Figure 17 Give support and share knowledge online ................................... 78
Figure 18 Teachers create visual aids for teachers ..................................... 79 Figure 19 Teachers attitudes toward new technology .................................. 80 Figure 20 Teachers avoid use new technology ............................................ 81
Figure 21 Learn English using new technology............................................ 82 Figure 22Teachers Chi-square analysis ...................................................... 84
Figure 23 Students Chi-square analysis ...................................................... 85 Figure 24 Problem tree ................................................................................ 89
Figure 25 objectives tree .............................................................................. 90 Figure 26 Strategies tree ............................................................................. 91
Figure 27 Proposal ....................................................................................... 92
xii
RESUMEN
Este documento ha sido realizado en la Unidad Educativa Tumbaco donde los
maestros no tienen suficientes habilidades en el uso de las nuevas
tecnologías, también se trata de identificar las causas de la falta de
conocimiento y capacitación del maestro en el uso de las nuevas tecnologías
y su aplicación. Por lo tanto, el propósito de esta investigación consistió en la
búsqueda de factores como las actitudes y creencias relacionadas con el uso
de las nuevas tecnologías en la enseñanza. Otro propósito fue estudiar cómo
mejorar las habilidades a través de las nuevas tecnologías, y su relación entre
las actitudes de los maestros hacia las nuevas tecnologías. Este trabajo se
centró en el desarrollo de habilidades en el uso de las nuevas tecnologías y
explorar si las creencias de maestros afectados en habilidades relacionadas
con la tecnología. Se aplicó el método de estadística descriptiva e inferencial
para analizar y desarrollar una investigación más detallada con el uso de
encuestas a los profesores y estudiantes; quiénes eran los actores clave que
ayudaron a detectar este problema, que desinteresadamente dieron su
colaboración una vez que se explicó la técnica utilizada. Con los resultados
obtenidos en el proceso de investigación se ha encontrado que los profesores
no tienen formación suficiente en el uso de la nueva tecnología en la
educación para el beneficio de la escuela y los estudiantes, también hay
problemas internos como la falta de equipo de cómputo y el entrenamiento del
personal, la actitud negativa y el conocimiento insuficiente a las nuevas
tecnologías, la falta de habilidad y práctica en el uso de las nuevas
tecnologías y la falta de apoyo de las autoridades. Como resultado de las
deficiencias encontradas durante la investigación, se propuso el plan y la
implementación de cursos y talleres sobre el uso de las nuevas tecnologías y
conocimientos básicos de software y hardware dirigido a directivos y docentes
de la Unidad Educativa Tumbaco utilizando las técnicas apropiadas para una
excelente asimilación de cuestiones impartidas.
PALABRAS CLAVE:
ACTITUDES Y CREENCIAS
HABILIDAD TECNOLOGICA
CONOCIMIENTO TECNOLOGICO
ENTRENAMIENTO TECNOLOGICO
xiii
ABSTRACT
This paper was performed at Educational Unit Tumbaco where teachers do
not have enough skills in the use of new Technology, also tries to identify the
causes about teacher’s lack of knowledge and training in the use of new
technology and its application. Hence, the purpose of this research consisted
in finding out factors such as teachers’ attitudes and beliefs related to the use
of new technology in teaching. Another purpose was to study how to improve
the skills using new technology, and its relation between teachers’ attitudes
towards new technology. This work focused on the development of skills in
the use of new technology and explore if teachers’ beliefs affected into
technology-related skills. It was applied the descriptive and inferential
statistics method to analyze and develop a more detailed investigation with
the use of surveys to teachers and students; Who were the key players that
helped detect this problem, who selflessly gave their collaboration once was
explained the technique used. With the results obtained in the research
process has been found that teachers do not have sufficient training in the
use of the new technology in education for the benefit of the school and
students, there are also internal issues such as lack of computer equipment
and trained teaching staff, negative and inadequate knowledge attitude
towards new technology, lack of skill and practice in the use of new
technology and lack of support from the authorities. As a result of the
shortcomings found during the investigation, it was proposed plan and
implementing of courses and workshops about the use of new technology
and basic knowledge of software and hardware aimed at managers and
teachers of the Educational Unit Tumbaco using the appropriate techniques
for excellent assimilation of imparted issues.
KEYWORDS:
ATTITUDES AND BELIEFS
TECHNOLOGY SKILL
TECHNOLOGY KNOWLEDGE
TECHNOLOGY TRAINING
1
PART ONE
RESEARCH PROBLEM
1.1 IDENTIFICATION PROBLEM
The teachers at “UNIDAD EDUCATIVA TUMBACO” do not have enough
technology-related skill, teachers should receive personal support and
training for gaining experience in use new technology in the learning-teaching
process.
The first cause is the lack Administrative support and resistance to
change, is important to obtain support of the main authorities to develop the
level of preparedness of teachers in the use of new technologies.
The negative teachers’ attitudes and insufficient knowledge towards
computers is the cause for teachers experience some kind of anxiety or
resistance to use new technology in the classroom.
Finally, the insufficient teachers’ skills in use new technology is the main
cause resistance to use new technology as a teaching tool.
Effective integration will depend on a larger extent trained and supported
teachers (UNESCO, Bangkok, 2003). The greatest challenge of the schools
has been the provision of adequate support to teachers in as far as
acquisition of appropriate technical skills important for integrating computers
in the classroom.
Teachers feel unprepared to learn and integrate technology in their
classrooms; there is not doubt that technology plays an important role in the
schools, considering the wide range of computer applications in today’s
world. Consequently, teachers must be prepared to use computers in their
instructional practices and do it pedagogically efficient. Effective use of
technology involves considering the concepts, skills, and issues you expect
students to learn, selecting technologies to offer related opportunities for
student learning, and implementing strategies for best use.
2
Rakes and Casey (2002) found that teachers need to understand the
innovation of technology and be trained in how to integrate technology into
their classroom, not just learn how to use computers and computer
programs.
In preparing teacher candidates to effectively integrate technology into
their future classrooms, they need to work in classroom environments that
support a variety of technologies that include best practice lesson planning
and classroom experiences. They should be allowed to work with model
technology integration processes that best support the curriculum and
enhances student learning. Teachers need training in environments that
support technology integration in curriculum areas that can be replicated in
their own classrooms, and not only in training to use educational software
and skill development. Teachers’ beliefs can and should become an
important focus of educational inquiry but that this will require clear
conceptualizations, careful examination of key assumptions, consistent
understandings and adherence to precise meanings, and proper assessment
and investigation of specific belief constructs.
3
Figure N° 1 Problem tree
Inexperience to plan new lesson with technology
Implementation of computer require more time
Technical support is not available
Poor administrative support and resistance to chance
Negative Teacher’s attitudes and insufficient knowledge towards computers
Insufficient knowledge of the software application
Teachers do not have enough technology-related skills.
Low level of preparedness of teachers in the use of new technologies
Teachers experience some kind of anxiety or resistance to use new technology.
Resistance to use new technology as a teaching tool
Difficult process of planning new technology lesson
Integrating technology into teaching is very complex
Inadequate computer equipment
Figure 1 Problem tree
4
1.2 PROBLEM FORMULATION
This work took place at Educational Unit “Tumbaco” located in the valley
Tumbaco, and it was focused on 25 students and 15 people who are
teachers in this school. The question this study tries to answer is: How
influence teacher’s attitudes and beliefs into technology-related skills?
1.3 Variables matrix
Cuadro 1 Variables matrix
VARIABLES DEFINITION DIMENSIONS SUBDIMENSIONS
Teacher’s attitudes and beliefs.
Teachers’ beliefs refer to internal constructs that help teachers interpret experiences and that guide specific teaching practices (Nespor, 1987; Pajares, 1992). According to Fang (1996), “teacher’s beliefs are shaped by many factors. Among them are the influences of discipline subculture, the quality of pre-service experience in the classroom, and the opportunity for reflection on the pre-service experience…...…
Regardless of the forms they take, a teacher’s beliefs or philosophy can affect teaching and learning in one way or the other” (p. 50).
Importance Process of forming
Thoughts, perceptions and behaviours
Psychological effect of change
Knowledge and skills
Value in the educational process
Teacher’s will
Pedagogical beliefs
Self-efficacy beliefs about technology
Value that technology offers
Perceptions about effectiveness
Technology-related skills.
The ability to learn, communicate effectively, collaborate, and problem solve about computer-technology-related tasks and projects; and the ability to use technology to support your work with people things data information and the ability to support others in the use of technology, such as
Technology knowledge
Teachers training
Technology support
Personnel development
Enthusiasm and motivation
Ability to use technology
To be continued
5
setting up computer workstations, teaching computer skills, troubleshooting technology-related issues, and maintaining and repairing computers or related equipment.
Types of technology used in classroom Barriers to integrate Technology
Promote better learning process
Effectiveness of computers
Increase retention
Access course material
Numbers of computers
Computers labs
School investment
Time or experience
Curriculum for instructional purpose
Computer training
1.4 OBJECTIVES
1.4.1 General objectives
To determine the relationship between the teacher’s attitudes and beliefs into
technology-related skills.
1.4.2 Specific objectives
1. To suggest the planning courses and workshops to enhance the skills of
teachers in the use of technology in teaching
2. To understand the theoretical basis on teachers’ believes and
technological-related skills.
3. To find out the teachers’ experience and skills in use technology.
4. To identify the teachers´ barriers related the use of technology in
education.
5. To analyze the teachers attitudes towards the new technology.
6. To survey if teachers attitudes and beliefs affect into technology-related
skills.
6
1.5 JUSTIFICATION
It is important to acquire good skills to use technology in the teaching-
learning process, to develop this skill is necessary teacher training, allowing
it to be better teachers and members of society with sufficient knowledge to
teach students using New Technology.
In recent years much attention has been focused on the use of
technology in classes and many researches have been surveyed. Nowadays
the traditional classroom teaching has changed more and more into a virtual
environment where different issues about learning has to be taken into
account. The students have to be motivated in the learning situation and the
material has to be easily at hand. Learning has dramatically changed over
recent decades when technical revolution has brought different opportunities
to learn via the Internet (Lahtinen 1997).
Use of a variety of education technology enriches and strengthens
learning environment in a way that the students will learn a foreign language
effectively. Computers are among the most popular instructional technology
in a classroom setting. In a classroom, the teacher perceives and defines a
teaching situation, makes judgments and decisions, and then takes actions.
Therefore, to improve teacher preparation and teaching practice, educators
should pay more attention to teacher beliefs because these beliefs
profoundly influence decision-making processes and teaching practices. On
the basis of their beliefs about teaching, educational goals, and student
learning, teachers choose specific strategies and materials to deal particular
situations.
In the “Educational Unit Tumbaco”, according to the data that were
analyzed, it is possible to conclude that the insufficient of technology-related
skills might be the lack time, limited access and high costs of equipment, lack
or vision or rationale for technology use, lack of teacher training and support.
7
The purpose is to show the benefits about Teacher’s training in
Technology use, because experience is always a big factor in determining
computer literacy among teachers.
8
PART TWO
CHAPTER I
EDUCATIONAL UNIT TUMBACO
1.1 History
The educational unit “Tumbaco” is the result of the effort of men and
women with an enormous vision. It is the fruit of the confluence of ideas and
aspirations of better days for the future generations of the parish and the
Homeland in general.
The institution was founded soon after the application to have an
educational institution of intermediate level was carried out by the
representatives of public and private organizations in Tumbaco. Resolution
Nº 248, inacted on September 25, 1972, authorizes the operation of the
particular evening school in Tumbaco. The ministry of education currently
mediates this resolution.
Through supreme ordinance Nº 1080, published in the official registration
of October 8, 1973, the schools of basic cycle in Tumbaco are nationalized.
Therefore, these schools belong to the same Educational Unit category as
the other nationalized schools in Ecuador by means of Ministerial agreement
Nº 430 of February 14, 1991.
The Tumbaco National High School, which is currently an integral part of
the Educational Unit, has contributed to the education of the youth of the
valley for 40 years. The institutional school facility has two locations: one
located in the parochial head, on Gonzalo Pizarro Street between Guayaquil
and Francisco of Orellana, with an extension of 2800m2, and the other in the
Neighborhood Tola Chica in the sector of la Morita with an extension of 6.8
hectares.
During this time, the institution has grown in all aspects. As a result, it is
now considered to be an important referent of the development of the parish.
The Tumbaco Educational unit is implementing the Educational Institutional
9
project which integrates the student, according to the requirements of
modern society, into the productive matrix with the objective of elevating the
quality of the student's life in the material and human environments. At the
same time, they strengthen their integral formation by means of the
knowledge he or she gains, the exercise of various ethical and moral values
(pillars of our society) and their intellectual development which gives them
ample knowledge and understanding of the world around them.
1.2 Infrastructure
The Tumbaco Educational Unit has one block with a physical space of
2.800m2. The School Victor Manuel Peñaherrera operates in the morning.
The school Benito Juarez operates in the afternoon and the Tumbaco
Educational Unit in the evening. This is a governmental high school. Next to
it, there is a historical church.
1.3 Educational Model
Educational standard is a part of both dialectical and historical
materialism, which integrates the individual into society and, to a certain
extent, determines their social, political and economic status. Countless
interpersonal exchanges take place with the conviction that human activity
takes place in that social environment, both in active interaction and
intercommunication. The study of any social phenomenon, especially with the
human being as an essential element, is impossible to do without knowing its
history. Choosing not to ignore the history of the phenomenon, but to isolate
it instead (this does not mean decontextualizing), allows us to get to know its
essence. The process of development of each individual cannot be out of
context. Ignoring the individual history of a person’s development in the
concrete conditions of their environment, of the dynamics that it is produced
as well as the time in which they lived leads to false conclusions. The unity of
the mind must relate to the subject's activity, because personality is
determined by historical social conditions. Conscience develops as one
engages in different forms of activity such as work, education and the arts.
10
One must understand that these are socially determined. This position has
been overshadowed by various empirical approaches and theories. For
example, dualism, pragmatism, positivism and isolationism separate the
individual from society, not taking into account the history of his or her life.
Therefore, this approach is part of the laws of dialectics. It offers a new
understanding of human beings, always prone to change and transform.
1.4 The Pedagogical Model
The constructivist classroom presents the learner with opportunities to
build on prior knowledge and understanding to construct new knowledge and
understanding from authentic experience. Students are allowed to confront
problems full of meaning because of their real-life context. In solving these
problems, students are encouraged to explore possibilities, invent alternative
solutions, collaborate with other students (or external experts), try out ideas
and hypotheses, revise their thinking, and finally present the best solution
they can derive.
Contrast this approach with the typical behaviorist classroom, where
students are passively involved in receiving all necessary critical information
from the teacher and the textbook. Rather than inventing solutions and
constructing knowledge in the process, students are taught how to "get the
right answer" using the teacher's method. Students do not even have to
"make sense" of the method used to solve problems.
According to the charisma, the essence of education is the passion
towards young people and the art of offering confidence, love what they love
and walking with them in their search for their goals.
The preventive system gives to the teaching theories a big and
meaningful significance; this includes knowledge, religion and amiability in a
whole system. It means to help the student by “walking together”, that is by
helping and giving advice and a hand whenever they need it.
11
CHAPTER II
THE TEACHERS’ BELIEFS
According to M. Rokeach, an important concept in understanding
teachers’ thoughts, perceptions, behaviors, and attitudes is teacher’s beliefs.
Rokeach argued that all beliefs include a cognitive component representing
knowledge, an affective component arousing emotions, and a behavioral
component guiding actions. Therefore, knowledge is a component of belief.
Although knowledge and beliefs are “inextricably intertwined” (Pajares,
1992, p.235) Nespor (1987) suggested that beliefs are distinguished from
knowledge because the propositions or the concepts of belief systems do not
require consensus between the belief holder and the outsider and because
beliefs are usually disputable.
Green (1971) argued that some beliefs are more central to belief systems
and more resistant to change than are other beliefs because the former
beliefs are held with “passionate conviction” (p.53). In contrast, peripheral
beliefs are held with less psychological strength and further from the belief
systems’ core.
Pajares (1992) stated that people have beliefs about everything and that
to conceptualize a belief system is to recognize that the belief system
contains various beliefs connecting to one another. Clusters of beliefs
focusing on a construct form an attitude (Rockeach, 1968). Teachers’
attitudes about education including attitudes about schooling, teaching,
learning, and students are usually represented as teacher beliefs.
As Pajares argued, a person's existing beliefs can affect the person's
perception and acceptance of new ideas; likewise, teacher’s existing beliefs
may function as a filter through which new ideas can pass and can partially
transform the teachers.
12
2.1 Attitudes and Beliefs
The decision of how to use technology in the curriculum ultimately
depends on individual teachers themselves and the beliefs they hold about
technology (Ertmer, 2005). In one study, students expressed concern that it
often appeared that their teachers did not understand that technology plays a
significant role in students’ lives outside of school. These students believed
that if teachers had a better understanding of this, they would bring more
technology into the classrooms (Spires, 2008). In other words, teachers'
attitudes about student use of technology can serve as a significant barrier to
its integration.
Beyond their feelings regarding the technology tools themselves, the
integration of digital tools into the curriculum is also shaped by the teachers’
beliefs. Researchers have found that technology implementation is directly
determined by the educational philosophies and pedagogy of the classroom
teacher (Grant, Ross, Wang, Potter, & Wilson, 2004.) Furthermore, teachers
who view technology as ‘‘a way to keep kids busy’’ and who do not see the
relevance of technology to the designated curriculum are unlikely to
incorporate it (Ertmer, Addison, Lane, Ross, & Woods, 1999). Teachers who
held these beliefs commonly granted computer time only after regular
classroom work was done as a reward for the completion of assigned tasks.
They did this because they believed that other skills and content knowledge
were more important. In other words, the specific feelings and
preconceptions educators have about digital tools and their instructional
purposes can serve as a significant barrier (or, conversely, an advantage) to
their integration into the curriculum.
In the media center, as in the classroom, the attitudes of the staff affect
the effectiveness of technology integration. In a library in which the librarian
is more comfortable with books and papers, print encyclopedias, almanacs
and the like will be the main source of research. Even when the librarian is
invested in utilizing technology, attitudes of the library staff or other school
staff can affect its use. As with institutional barriers, the attitudes of the
13
school leaders and administration can also be a barrier to technology
integration.
2.1.1 The importance of teachers' beliefs
In the 1960s, Robert Rosenthal (b. 1933) began examining expectancy
beliefs and self-fulfilling prophecies -research that has remained robust into
the early 2000s. When teachers expect students to perform (i.e., high or low),
they behave in differential ways that bring about the expected performance.
In Pygmalion in the Classroom: Teacher Expectations and Pupil's Intellectual
Development (1968), Rosenthal and Jacobsen documented how teachers'
beliefs about student ability can be subtly manipulated such that teachers
believe some students to be more able than their peers and how their beliefs
about student ability affect students' actual achievement.
Measuring the power of teachers' beliefs about student intelligence
became important. In 1973 W. Burleigh Seaver conducted a naturalistic
experiment to examine the effects of teachers' expectations of students'
performance given the performance of a high or low achieving sibling in their
class in a previous year. Underlying this study was the assumption that
teachers expect siblings to perform similarly given their shared family context
and/or genetic makeup. Using school records, and controlling for the younger
siblings' actual intelligence, older siblings were classified as either high or low
performers and younger siblings' performances when they had the same or
different teacher were examined.
Teachers' beliefs are a form of subjective reality: What they believe is real
and true. Their beliefs guide their decision-making, behavior, and interactions
with students and, in turn, create an objective reality in the classroom, what
students experience as real and true. Teachers' beliefs shape their planning
and curricular decisions, in effect determining what should be taught and
what path instruction should follow. Moreover, their beliefs are not always a
reflection of accepted notions in the field. In a 1998 study of teachers' and
students' understandings of knowledge (from prior experience and formal
14
instruction in school) and beliefs, Patricia Alexander and colleagues found
teachers and students recognize beliefs and knowledge may not overlap:
These findings suggest teachers may hold beliefs that are in conflict with
their physical and social realities; but that, nonetheless, inform their practice.
Moreover, these findings suggest that teachers cannot assume an
understanding of another person's (i.e. another teacher or their students)
decision-making even when they share a knowledge base. Teachers need to
dig deeper to try to uncover the beliefs, the personal tenets that drive their
own, their colleagues', and their students' behavior.
2.1.2 The Process of Forming Teachers’ Beliefs
Teachers’ beliefs are developed in the course of their careers. Teachers’
implicit theories of teaching are the products of teachers’ efforts to make
sense of their experiences and to generate a basis for effective action in the
classroom. These beliefs are acquired in a “clinically way of looking at the
world” which is similar to the methods experienced by medical doctors. Given
the unpredictability and uniqueness of classroom events, teachers have to
resort to their own beliefs particularly in pedagogical situations when formal
knowledge is not available, it is disconnected, or cannot be retrieved
(Nespor, 1987).
Teachers’ beliefs are shaped by personal experiences (Richardson,
1996). By personal experiences, Richardson (1996) includes aspects of life
that go into the formation of world view; intellectual and virtuous dispositions;
beliefs about self in relation to others; understandings of the relationship of
schooling to society; and other forms of personal, familial, and cultural
understandings. Ethnic and socio-economic background, gender, geographic
location, and life decisions may all affect an individuals’ beliefs that, in turn,
affect learning to teach and teaching”. In particular, it seems that culture
makes a differential effect on teachers’ beliefs (p. 105).
15
The formation of beliefs and teaching practices are affected by other
factors (Laurenson, 1995). Laurenson (1995) claims that because of the
influence of behaviorism, there has been great pressure on teachers to align
to a strict and rigid set of instructional objectives which has restricted
teachers’ creativity. Also, administrative constraints like enforcing lesson
plans are accountable for the development of negative beliefs about
teaching. Likewise, Laurenson (1995) suggests that teachers sometimes
choose easier academic tasks that result in smooth learning environments
rather than planning lessons where students are challenged with difficult
work. Laurenson (1995) stated that limited knowledge of the subject matter,
such as knowledge of technology, inhibits teachers’ ability to organize a
lesson effectively. Finally, many teachers come from an education
background where the only technology was the blackboard. Although
funding, equipment, lack of time, and knowledge are known obstacles to
successful technology integration, a critical component in meeting teachers’
technology needs is responding to teachers’ beliefs toward technologies
(Lam, 2000). Teachers’ beliefs are essential in considering how a teacher
teaches, thinks, and learns. Hope (1997) wrote that teachers basically had to
contend with two factors with technology adoption: (a) the psychological
effect of change and (b) learning to use computer technology. Understanding
teachers’ beliefs toward technology plays an essential role in successful
technology adoption. Access to technologies increased teachers’
“opportunities for successful teaching experiences, thereby contributing to
greater confidence in their instructional ability. They also noted that teachers
who interpret their interactions with computers as indicative of high ability
grow in self-confidence, regardless of their experience” (Ross, Hogaboam-
Gray, & Hannay, 1999). Research reveals that before teachers use
technology for instruction they must be personally convinced of its benefits
and must see the utility of using a particular technology (Lam, 2000).
Successful technology adoption in teachers’ classrooms is dependent upon
school administrators providing an individualized, differentiated process of
training and implementation (Gray, 2001).
16
2.1.3 How teachers' beliefs operate
Essentially beliefs function in a way similar to a lens on a magnifying
glass. They clarify and guide interpretation of what may be ambiguous or
unfocused. Generally, teachers interpret ambiguous situations in ways that
are consistent with their beliefs. Beliefs also serve as a foundation for setting
goals and standards by framing what is viewed in detail and focusing
teachers' attention and energy. Similarly, they delimit what is peripheral,
determining what teachers do not see, emphasize, or examine. Because
beliefs help teachers to make sense of what they experience in the
classroom, they create meaning for teachers.
Debate continues about the extent to which teachers' beliefs and their
identity as teachers are the same. The literature on teachers' beliefs
suggests teachers may simultaneously hold beliefs that are inconsistent, in
conflict, and even contradictory and still see themselves as a teacher. Fred
Korthagen posits teachers are likely to be the most effective when their
beliefs are aligned with each other and with the field.
That beliefs are intimately tied with teachers' sense of self (be it their
personal identities or their teaching identities) is consistent across the
literature, and, for this reason, beliefs tend to be resistant to change. In the
face of information that challenges their beliefs, such as policy inducement to
reform, to modify/include new populations of students, or to innovate with
new technologies, teachers tend to feel threatened (Fecho, 2001; Gregoire,
2003). This reaction constitutes a fundamental challenge and, at times the
paradox, of practicing and pre-service teacher education. The problem is to
figure out how can teachers be encouraged to approach research in
education, professional development, and policy reform with open minds.
17
2.1.4 How teachers' beliefs change
There is an inherent tension in the field of teacher beliefs between the
call for teachers to habitually confront and revise their beliefs and the need
for teachers to identify and preserve beliefs that serve them well. On one
hand, at some point teachers inevitably have some maladaptive beliefs
because the nature of childhood, the demands of society, and the curriculum
change. On the other hand, there is an assumption in the literature,
particularly with regard to beliefs about diverse students and best practice,
that teachers' beliefs are bad and need to be changed. The danger of this
thinking is that in order to protect their sense of self as good persons and as
effective and altruistic teachers, teachers may defensively hold on to beliefs
that do not serve their students. What appears to be a dichotomy here need
not be. What teachers need to be encouraged to do is honestly face their
beliefs in their entirety, evaluating which beliefs serve them, their content,
and their students and which do not.
Mere awareness of beliefs may not be motivating enough to create
change. Nearly all theories of conceptual change would argue that there
needs to be some cognitive dissonance by which teachers see their beliefs
do not work given serving a specific student population, teaching a specific
concept, or enacting desired outcomes. Dissonance challenges teachers by
forcing them to face failures, however small. When studying adaptive
teaching Lyn Corno and colleagues (Corno & Snow, 1985; Rohrkemper &
Corno, 1988) describe how adaptive teachers face dissonance and learn
from it. Corno contends adaptive teaching involves monitoring which students
are struggling and identifying the sources of the struggle. She argues that
failures can have meaning and can transform teaching. In some cases,
student failure can point to beliefs teachers have that are holding students
back. Can teachers reframe failure to help themselves grow professionally?
By thinking of students' struggles as “functional failures” (Rohrkemper &
Corno, 1988; p. 303) teachers can modify what they are doing to help their
students learn and, in doing so, help themselves to work more effectively with
18
all students and their subject matter. What makes this so hard, according to
Michelle Gregoire Gill, is helping teachers learn to interpret failure (or
educational reform) as a challenge and an opportunity for growth rather than
as a threat.
Perhaps the most challenging parts for administrators and teacher
educators are building in the time and providing teachers with the tools
necessary to engage in productive reflection (Davis, 2006). Elizabeth Davis
describes the ways reflection on beliefs can go awry and makes three
recommendations. First, teachers should be encouraged to move beyond
describing what they see and experience and to analyzing what is happening
in their classrooms. Second, teachers should be encouraged to think about
problems from an alternate perspective, particularly their students'. Third, to
put an end to dichotomous thinking, teachers should be encouraged to
integrate what may feel like competing tensions and create space for new
solutions. Fundamentally, doing so entails a shift from either-or to both-and
thinking. In other words, instead of teachers feeling like they have to choose
between following their beliefs or participating in reform, when reform is
important, teachers should seek ways to align their beliefs with the reform.
2.2 Beliefs about Technology in Teaching and Learning
Honey and Moeller (1990) conducted an exploratory study of teachers'
thinking related to how and why they use or do not use technology in their
teaching. The authors of the study conducted interviews with twenty teachers
to determine whether or not there were discernible patterns in teacher'
pedagogical beliefs and practices which facilitate or detract from technology
integration. They found that, while the high-tech teachers represented a fairly
homogenous group in terms of their pedagogical beliefs, low-tech teachers
tended to be more heterogeneous as a group. Among the low-tech teachers,
those teachers with student-centered beliefs were hesitant about using
technology because of their personal fears and inhibitions. The teachers in
this group who held more traditional classroom practices feared that
technology might "alter their relationship of control and authority with their
19
students" and they also believed they did not have the time for any additional
activities. There was a further group of teachers whose practices were
student-centered and who would have liked to use computers in their
teaching but who did not because of either lack of equipment or scheduling
problems in the computer lab.
The high-tech teachers in their study engaged in activities such as
collaboration, project-oriented work and hands-on activities, inquiry-based
and discovery-based learning. These teachers perceived themselves as
learners and expressed a belief in the need for different learning styles and
learning requirements for students. These teachers perceived technology as
a facilitating tool and one that enhanced the curriculum. Honey and Moller
noted that there was a widespread belief among this group of high-tech
teachers that technology could expand students' horizons, make learning
more fun and more meaningful, allow them more time to help individual
students, and allow them to take a more process-oriented approach to
teaching that involved small-group work and project-oriented activities. In
general, this group of teachers used their student-centered pedagogical
beliefs to facilitate the effective integration of technology into their curricula
and made a conscious and deliberate effort to find applications that support
the kinds of student-centered practices that prevail in their classrooms.
For teachers whose educational beliefs and practices are traditional,
there exist different and much more complicated barriers for technology
integration. In order to integrate technology into their curricula as the high-
tech teachers have done, the very nature of their practices would have to
change. In order to bring about such change, however, different layers of the
educational system would have to be effected, ranging from changing how
assessment is done to helping teachers rethink how students learn and
develop.
20
2.2.1 Implications for classroom teachers
If there are three clear messages throughout the literature on teachers'
beliefs, they are, first and foremost, that teachers' beliefs have profound
impact on classroom life; that the beliefs that impact students are layered,
multi-dimensional, sometimes implicit, and difficult to change; and that
teacher who fail to examine their beliefs may bring about unanticipated
consequences in the classroom. Without intending to, teachers may set aside
valuable curriculum, overlook or marginalize students who need them,
misinterpret students' motives or behavior, and limit their potential as
professionals. Conversely, teachers who are willing to explore their beliefs,
and how their beliefs relate to practice and the professional knowledge base,
can capitalize on the beliefs they hold to promote students' intellectual
growth, autonomy and reciprocity, and equity in their classrooms. Moreover,
they create spaces for their own growth as they identify and revise beliefs
that do not serve them, their students, or their schools.
2.2.2 Teacher’s beliefs about technology
Teachers’ beliefs refer to internal constructs that help teachers interpret
experiences and that guide specific teaching practices (Nespor, 1987;
Pajares, 1992).
According to Fang (1996), teacher’s beliefs are shaped by many factors.
Among them are the influences of discipline subculture, the quality of pre-
service experience in the classroom, and the opportunity for reflection on the
pre-service experience. Beliefs are still considered the best indicators of the
decisions individuals make throughout their lives. Kagan (1992) cited
significant evidence supporting the relationship between teacher beliefs and
their decisions about classroom practice.
According to Miller and her colleagues (2003), teachers’ beliefs about
technology are comprised of three related, but independent components:
pedagogical beliefs about teaching and learning, self-efficacy beliefs about
21
technology use, and beliefs about the perceived value of computers for
student learning.
2.2.3 Beliefs about the value of technology
Cuban (1999) noted that teachers have received conflicting advice about
how to integrate technology in the classroom and so are skeptical about the
value that technology offers. Some studies (Becker, 1999; Zhao & Frank,
2003) found that teachers who placed a more positive value on computers
tended to use computers more frequently in their instruction. That is, beliefs
about the value of computers greatly enhanced teachers’ perceptions about
the effectiveness of computers for teaching and learning. As such, the
perceived relevancy of technology in the classroom can have significant
impact on subsequent use in the classroom (Kellenberger, 1997).
22
CHAPTER III
TECHNOLOGY RELATED-SKILL
There are many reasons for the lack of deeper knowledge of technology
integration by teachers, including teacher apathy, district budget limitations,
lack of leadership, and lack of availability of training. Yet, the greatest
inhibitor to technology integration is time. It takes many hours of use and
planning to learn the possibilities of a computer software application and
have time to explore possibilities for integration.
According to Morehead & LaBeau (2014), Teachers’ knowledge of the
software application is limited consequently; applying it to a meaningful
learning context in the classroom is a difficult task. This process needs
direction and support and must be a collaborative effort using the combined
knowledge base of classroom teachers, administrators, and curriculum
support personnel and technology facilitators. Therefore, lack of support,
time, leadership, and collaboration and knowledge of the curriculum content
leads to lack of efficacy teachers has regarding how to integrate technology
into the classroom.
It is for this reason that not only the method has to go hand in hand with
the technology, but the teacher has to be prepared and it needs to develop
many of the skills that are detailed below. It is not necessary for a teacher to
develop them all, but the more dominate better prepared and will be adapted
to the teaching of the century.
1. Create and edit digital audio.
2. Use social bookmarking to share resources with and between learners.
3. Use blogs and wikis to create online platforms for students.
4. Exploit digital images for classroom use.
5. Use video content to engage students.
6. Use infographics to visually stimulate students.
23
7. Use Social networking sites to connect with colleagues and grow
professionally.
8. Create and deliver asynchronous presentations and training sessions.
9. Compile a digital e-portfolio for their own development.
10. Be able to detect plagiarized works in student’s assignments.
11. Create screen capture videos and tutorials.
12. Curate web content for classroom learning
13. Use and provide students with task management tools to organize their
work and plan their learning.
14. Use polling software to create a real-time survey in class
15. Understand issues related to copyright and fair use of online materials.
16. Use digital assessment tools to create quizzes
17. Find and evaluate authentic web based content.
18. Use digital tools for time management purposes.
19. Use note taking tools to share interesting content with your students.
20. Use of online sticky notes to capture interesting ideas.
3.1 Computer skills
Computer skills refer to the ability to use the software and hardware of a
computer. Being "computer functional" is usually what is meant by one with
computer skills; computer literacy is only really evident in advanced computer
skills.
3.1.1 Basic computer skills
Knowing how to power on the computer
Being able to use a mouse to interact with elements on the screen
Being able to use the computer keyboard
Being able to shut down the computer properly after use
3.1.2 Intermediate skills
Functional knowledge of word processing
24
How to use e-mail
How to use the Internet
Installing software
Navigating a computer's file system
3.1.3 Advanced skills
Programming
Understanding the problems of data security
Use of a computer for scientific research
Fixing software conflicts
Repairing computer hardware
3.1.4 Troubleshooting Skills
Teachers who use technology in the classroom need to have some
problem solving skills in order to survive. There are an infinite number of
technology problems, some small, some large, that can appear without notice
at any given time. This makes using computers in the classroom a risky
undertaking and sometimes stressful for teachers. Teachers' descriptions of
troubleshooting problems are the war stories of using technology in the
classroom. All teachers who have used a computer in the classroom have a
story to tell and no two stories are exactly the same.
While listening to the troubleshooting and glitches stories these teachers
told, some similar patterns began to emerge. Teachers need to have a
personal comfort level using computers before they are likely to use them in
the classroom. Most important, perhaps, is the fact that the teachers develop
their own strategies for how to work through the problems they encounter.
Amy described her problem solving strategy as a series of levels or stages
she goes through to solve the problem.
25
3.2 Types of Technology Used in the Classroom
Given below are some of the most basic types of technology to use in the
classroom that would help you understand the importance of technology in
the classroom that is appreciated by many teachers.
3.2.1 Smart board
A number of teachers may not be aware of the benefits of using a Smart
Board in the classroom as a teaching tool.
While the traditional white board already has everyone’s attention, the
electronic device is a new technology that is slowly gaining popularity due to
its interactive power.
The digital screen allows images from the computer to be displayed on a
board. It can also be modified on the screen itself, using a pen or a
highlighting tool. Its touch screen feature allows teachers to run programs
directly from the screen simply by tapping the application with her finger and
even makes scrolling easy.
Smart Boards are becoming an essential component of every classroom.
Some reasons for this trend is that:
It can accommodate different learning styles. Tactical learners can use
the screen and learn by touching and marking at the board, audio
learners can have a discussion and visual learners can observe the
teaching on the board.
It is neater and does not have the cleanliness hassle and is therefore
easier to maintain.
Most teachers understand the “why” but struggle with the “how”. Here are
some ideas on how you can use Smart Boards.
Use it as a tool for note-taking. Students can come and write important
points on the board. Alternately, you can appoint a student to type out
26
notes on the computer while you talk, so that the other students can view
and take them down.
Brainstorming in the classroom can be fun with a Smart Board. You can
not only put together text/ ideas but also images, diagrams or videos.
Classroom games can be played with ease on the board. Board games in
particular can be played on the board itself.
All forms of media, videos, photographs, graphs, maps, illustrations,
games, etc. can be used on the board, making it incredibly dynamic in
nature. This expands the range of content that you can use for teaching
or presenting new information.
A lot of new software is available for free on the internet that can be
easily integrated. There are many forums and websites that aim to help
teachers by providing Smart Board ideas and activities. Explore these for
more ideas.
The Smart Board is tomorrow’s technology and is bound to change the
look of classrooms forever. Using smart boards in your classroom can help
you stay ahead with technology that could make the education process
simpler and perhaps even more productive.
3.2.2 Whiteboard
It is an easy to use device that is used in combination with computer and
a projector. Your board can be quickly transformed into a computer screen
which can be viewed by all the children in the classroom. Movable objects,
sounds, and pictures can make the lessons as well as teaching interesting
and easy to understand.
3.2.3 Projector
A projector is again one of the types of technology that has wide
applications in the classroom. A teacher can present a lesson using
27
meaningful and colorful transparencies that grabs the attention of the
students immediately. A teacher can also present notes in the similar
manner, where a student can read everything from the last bench as well.
Apart from this, using a projector with computer has more benefits. You can
show students many documentaries, short study films, or PowerPoint
presentations that contribute to increased retention.
3.2.4 Sound Amplifiers
Sound amplifiers are very useful and are widely used in big classrooms.
At times, many students cannot grasp what the teachers are saying because
they cannot hear them. At such times, sound amplifiers are useful as they
make the teacher audible to all the students. Many research studies have
concluded that a clear and audible voice can grab the attention of the
students that results in better learning. After realizing the importance of
technology in schools, many schools also use mike system where a student
can ask the question sitting on his own desk without having to shout.
3.2.5 Software and Computers
Students can access books, notes, dictionaries, encyclopedias on their
PCs with the help of Internet technology and special educational software
that are extremely user-friendly and promote better learning process. Some
educational software are fun to use as they teach children through games,
pictures, charts, and graphs etc. Such things hook the interest of a student
for longer time and make even the boring subject an exciting one.
These were some of the types of technology in the classroom that are
easy to use. These technologies are beneficial as students can use them for
learning, practicing, and expanding what they have learned. The advanced
technology allows students to access course material or a syllabus easily. It
also encourages the participation of each student in the learning process
which is crucial for better understanding of the subject. These technologies
also help teachers in better classroom management. Today, when children
are so tech savvy and love spending time with gadgets, these various types
28
of technology in the classroom can provide them with stimulus, making
learning or studying a fun activity.
3.3 Barriers to Integrate Technology
For many schools, the dream technology program is just that a dream.
Teachers do not have the time or experience to properly integrate technology
into the classroom. Media specialists lack the resources to create the type of
learning environment students need. Administrators do not have the
technical wherewithal to create a cohesive plan. Additionally, many
educators mistakenly believe that any technology is good technology. This
means that, at times, the introduction of technology may be a barrier in and
of itself. For example if a media specialist begins haphazardly introducing
different software, hardware or other digital tools without concrete reasons for
their use, he or she may believe that the media center is fully technologically
integrated and may begin to avoid other tools that are more supportive of his
or her goals. In other words, gratuitous technology use can be a barrier in
and of it and can do a disservice to student achievement.
In a 2006 study, Hew and Brush found six general barriers typically faced
by K-12 schools in the United States and other countries when integrating
technology into the curriculum for instructional purposes. These include lack
of resources, inadequate knowledge and skills, institutional barriers, attitudes
and beliefs, assessment and subject culture and the frequency of each one is
demonstrated in the chart below. The subject headings in this section are
from this study as they are particularly relevant to this discussion.
3.3.1 Computer Technology Experience
Experience is always a big factor in determining computer literacy among
teachers. According to Lu (2002), length of time of computer use is the
predominant factor that determines teachers’ level of perceptions in computer
technology competencies. Lu also noted that computer experience was
positively related to teachers’ comfort, liking, and value of computer
29
technology competencies. Huang and Padron (1997), Liao (1993 and 1995)
and Padron (1993) also found that the longer teachers used computers the
more comfortable they felt working with computers and rated computers as
more valuable. Golden (1997) noted that teachers, who do not have proper
experience working with computer and lack computer training, would not feel
comfortable using computer. Yang, Mohamed, and Beyerbach (1999)
supported this contention when they found that computer-related experience
does influence computer anxiety. The study found that educational
experience was related to computer anxiety even after taking into account,
and making appropriate statistical adjustments for initial difference in
computer related experiences.
3.3.2 Technology knowledge
Technology knowledge is knowledge about hardware and software
technologies as well as the skills required to utilize them. Typical technology
training for teachers has traditionally focused upon this type of knowledge so
that teachers acquire such skills. However, it is important to consider that as
technologies evolve, teachers must continue to adapt to changes.
3.3.3 Lack of Resources
Many educators bemoan the lack of resources in the classroom, whether
it comes in the form of limited technology, limited access, insufficient time, or
inadequate technical support. For educators in lower socio-economic
districts, this can be particularly difficult to overcome, as ever increasing
budget cuts necessitate even fewer resources than before. This lack of
resources is evident in four areas.
Lack of technology: Without adequate hardware, software, internet
access, and the like, teachers and media specialists may find it difficult to
truly integrate technology. For schools and teachers with limited budgets,
this may seem to be an insurmountable issue.
30
Insufficient access: Educators can also find lack of access to
technology a barrier. When the school does not have appropriate
amounts and suitable types of technology in locations where teachers and
students can use them in appropriate ways, then the technology is
meaningless. Zhao, Pugh, Sheldon, and Byers (2002) found that although
schools often have computer labs, teachers might not have easy access
to them if they needed to compete with other teachers for laboratory time.
Even in the library, which is the second most technologically dense area
of the school after the computer lab, there is limited access (Harwood &
Asal, 2007). In the library, students can typically only visit during their
scheduled class visit time. When open access is permitted, it usually
occurs before or after school. This means that it is limited by bus
schedules and after school commitments. Even when computers are
available, they are less meaningful if they do not have a variety of
relevant and up-to-date software and a relatively fast internet connection
(Harwood & Asal, 2007).
Scarcity of time: Integrating technology into a curriculum can be truly
time-consuming, especially when it must be aligned with curriculum,
standards and other goals. Educators must spend hours previewing
websites, gaining familiarity with hardware and software, and acquainting
themselves with various programs. Teachers who are willing to work
longer hours to do this often pay a personal price in ‘‘burn out’’ and an
eventual exit from the school (Hew & Brush, 2006).
Inadequate technical support: Teachers and media specialists rely on
technicians to assist them in utilizing different technologies. In most
schools, researchers find that these technical support personnel are often
overwhelmed by teacher requests and are therefore unable to respond
appropriately (Cuban, Kirkpatrick & Peck, 2001). Therefore, technology
remains broken or functioning on a lower level while teachers wait for
technical support. The time it takes for the educator to research and
repair the technology personally is also daunting and serves as a further
barrier to implementation.
31
A lack of resources can particularly inhibit integration in the media center.
Since students in the library typically deal with tangible items books,
encyclopedias, computers and the like- creating a technologically
integrated curriculum may seem daunting when the things are not
present. Additionally, classes and individual students typically visit the
media center for a short period of time, often on only a weekly basis,
making a scarcity of time even more of a challenge to overcome. For the
average media specialist, a lack of technology, time, and access are the
most difficult barriers to overcome when planning an effective integration
of technology.
3.3.4 Inadequate Knowledge and Skills
Even when the proper resources are present, teachers often struggle
with an inadequate knowledge of specific technology, technology-
supported pedagogy, and technology-related-classroom management.
For many educators, particularly those who did not grow up with
computers or the internet, technology can be a frightening concept. It
may be easier to pass up the use of a tool rather than admit to inadequate
knowledge. Therefore, this can serve as a significant barrier and may be
demonstrated in three different ways.
Lack of knowledge of specific technology: When a teacher finds a
specific technology to be overwhelming or frightening, he or she is
unlikely to incorporate it into the curriculum. For example, teachers may
not attempt to utilize any technology-related activities with their students if
they have not first learned basic skills such as saving to a home drive.
Particularly in a secondary school environment, teachers may worry that
students are more adept at technology than they are and will thus be
reluctant to teach with it. When teachers have not had training in specific
technologies, or do not have the time to discover the features
themselves, it can prevent technology integration into the curriculum.
Inadequate knowledge of technology-supported pedagogy: While
some teachers may understand how to use digital tools, they may
32
struggle with how to use them to improve instruction. Since most
professional development involves technical instruction in the mechanics
of a technology, teachers may not learn how to use it to support the
curriculum. In other words, teachers are taught the mechanical basics of
a digital tool, but not the ways in which to effectively integrate it in a
classroom. As described in The Ideal Tech World, the ultimate goal of
technology integration is technology as a transformation. When teachers
do not understand the different ways in which technology can function
within pedagogy, they are more likely to simply adopt technology without
properly integrating it into the curriculum. While the technology may still
be present, a lack of knowledge of technology-supported pedagogy
serves as a barrier to meaningful integration.
Insufficient knowledge of technology-related-classroom
management: Classroom management has been identified as the most
important factor influencing student learning (Wang, Haertel, & Walberg,
1993). Although the rules and procedures established in a traditional
classroom can apply in a technology-integrated one, there are additional
policies that must be included and adapted once classrooms incorporate
technological tools (Lim, Teo, Wong, Khine, Chai, & Divaharan, 2003).
For example, a media specialist might have to introduce rules such as
how many pages one can print, how to properly use MP3 players or limits
on how long each student can use a computer. If educators find it too
cumbersome to manage a class that is utilizing technology, they will
simply avoid its use.
In the library media center, with its greater number of resources,
inadequate knowledge and skills can serve as an even more intimidating
barrier. The typical library may have books, computers, printers, scanners,
listening or recording devices, televisions, DVD players and more. Learning
both how to use these specific technologies and how to incorporate them into
the curriculum can be a daunting task. In many cases, it may be easier for
the librarian to simply not use innovative tools because of a lack of training or
insufficient knowledge. Since the library media center typically functions as
the place where teachers can access and check out different technology
33
tools, a librarian that is not purchasing or integrating these tools will serve as
a barrier to the technology integration of the entire school.
3.3.5 Institutional Barriers
Factors outside of the classroom, including leadership, school time-
tabling structure, and school planning can all prevent effective integration of
technology. These can be especially difficult to overcome, as they are all
outside of the individual media specialist's control. Additionally, they may not
become immediately apparent, but rather only after initial efforts have been
made. The institutional barriers that can prevent technology integration
include:
Leadership: When principals are unsupportive or uninformed about
technology usage in the classroom, students are less likely to utilize any type
of digital tools. This is often because principals hold the purse strings and, as
such, have the power to finance different technology efforts. More
commonly, however, leaders that are uninterested in technology will simply
place focus elsewhere. If a principal places a strong emphasis on, for
example, writing skills, technology integration can and does go by the
wayside.
School time-tabling structure: Because of inflexible scheduling, most
students only have a continuous block of less than an hour to do work in any
one subject (Becker, 2000). This rigid time constraint does not allow
teachers to experiment with different types of teaching tools, digital or
otherwise. When students cannot utilize digital tools in the classrooms, they
are less prepared to work with them in the library media center.
School planning: When schools do not take time to create
comprehensive technology plans, teachers, students and other school
members are confused about how and when to appropriately use
technology. Having no concrete plan in place serves as a barrier to educator
and student usage of the internet and other forms of technology.
For the media specialist, institutional barriers can be especially
frustrating. For example, the school scheduling structure can be rigid and
34
inflexible, particularly when it comes to "specials" such as visiting the library.
Activities such as assemblies, fire drills, and standardized tests often happen
at the expense of library time. In elementary schools, teachers must
schedule their days very particularly, incorporating time for reading
instruction, math instruction, foreign languages, and other content areas.
Visits to the library media center must be worked in within these activities,
leaving little time for technology. In most secondary schools, students do not
visit the media center on a regular basis, severely limiting the ability of the
media specialist to offer direct technology instruction. Institutional barriers
can be very difficult to change and, such as; can inhibit many librarians from
creating a fully integrated technological program.
3.3.6 Technophobia
Many people experience some kind of anxiety or resistance to using new
technology. According to Goldsborough (2003), many people struggle with
technology, avoid learning how to use it, or fail to take full advantage of it.
When people do not know how to use technology, they may have some kind
of fear or anxiety about using it. This resistance to new technology is known
as technophobia or the fear of technology. Such a fear can play an adverse
role in a person’s adoption or rejection of a particular innovation, or can
cause anxiety or apprehension. When factors of anxiety and attitude are
combined, the concept of technophobia begins to emerge (Brosnan, 1998, p.
10). Anxiety regarding technology may often produce resistance to the use of
such technologies. Morreale et al. (2001) suggest that technophobia is often
based on unfamiliarity with a medium (p. 185).
The results showed that the students experienced higher levels of anxiety
when they were under time or goal pressures, or when the technology failed
or somehow malfunctioned. Those with knowledge and experience had less
anxiety than those who did not know how to operate the equipment. It seems
as though person’s inability to efficiently utilize a particular technology may
increase technophobia, if they lack the necessary knowledge or skill to
35
operate it.
3.3.7 Inhibitors of Technology Integration
There are many reasons for the lack of deeper knowledge of technology
integration by teachers, including teacher apathy, district budget limitations,
lack of leadership, and lack of availability of training. Yet, the greatest
inhibitor to technology integration is time. It takes many hours of use and
planning to learn the possibilities of a computer software application and
have time to explore possibilities for integration.
Teachers’ knowledge of the software application is limited consequently;
applying it to a meaningful learning context in the classroom is a difficult task.
This process needs direction and support and must be a collaborative effort
using the combined knowledge base of classroom teachers, administrators,
and curriculum support personnel and technology facilitators. Therefore, lack
of support, time, leadership, and collaboration and knowledge of the
curriculum content leads to lack of efficacy teachers has regarding how to
integrate technology into the classroom.
Additionally, the evolution of technology created other challenges for
teachers as they struggled to ‘keep up’ with the speed of technology
changes. The evolution of the computer, the demands of society, the school
community, and the political control of education by textbook companies
blurred the teachers’ conceptions of the purpose of technology in teaching.
Teachers viewed computer technology as disconnect from the curriculum. A
disconnect means that teachers see no relevance between what the students
need to know and what they can construct, find or ponder with computer
technology. Additional challenges to technology integration occurred as
educators envisioned computers as a new instructional management tool.
36
CHAPTER IV
TEACHER’S BELIEFS AND TECHNOLOGY RELATED-SKILLS
Teachers’ beliefs refer to internal constructs that help teachers interpret
experiences and that guide specific teaching practices (Nespor, 1987;
Pajares, 1992). According to Fang (1996), “teacher’s beliefs are shaped by
many factors. Among them are the influences of discipline subculture, the
quality of preservice experience in the classroom, and the opportunity for
reflection on the preservice experience”. Although labeled a “messy
construct” by Pajares (1992), beliefs are still considered the “best indicators
of the decisions individuals make throughout their lives”. Kagan (1992) cited
significant evidence supporting the relationship between teacher beliefs and
their decisions about classroom practice.
According to Miller and her colleagues (2003), teachers’ beliefs about
technology are comprised of three related, but independent components:
pedagogical beliefs about teaching and learning, self-efficacy beliefs about
technology use, and beliefs about the perceived value of computers for
student learning
One of the pertinent factors contributing to the usage of computer is that
teachers need to be computer literate and thus be given appropriate training
in computer usage. Different people hold different views about computer
literacy. They are those who take a literal interpretation of computer literacy.
They regard writing and reading computer programs as the basic skill of a
computer-literate person.
Briefly, computer literacy is the ability to understand and to use
computers. If teachers were to use computers, they must possess the
necessary knowledge and skills. The knowledge refers to the understanding
of computer terminology, and the ability to identify components, to describe
applications, and to analyze social and ethical issues that arise in using
computer. On the other hand, skills refer to the ability to perform basic
operation, to print, and to use computers for a variety of application such as
37
the word processing, spreadsheets, databases, graphics, information storage
and retrieval, and computer-assisted instruction.
Training too plays an important role in a teacher’s readiness to use
computers. With regards to the issue of having attended formal computer
courses, it was identified through numerous studies that there is a significant
relationship between usage of computers and computer training. Training
makes a positive difference to those who receive it.
Thus, it is important that appropriate computer training is given to
teachers to develop positive computer-related schemata that would help to
increase further interactions with computers and eventually it will increase the
usage of computers.
4.1 Teachers' Attitudes toward Technology
Loyd and Gressard (1986) showed that positive attitudes toward
computers are positively correlated with teachers' experiences. With
familiarity, anxieties and fears tend to decrease and confidence increases.
Lillard (1985) found that knowledge has a positive impact on teacher
attitudes toward technology. Summers (1990) stated that one of the most
common reasons for teachers' negative attitudes toward technology is the
lack of knowledge and experience in this area. Gressard and Loyd (1985)
also established that perceptions of the potential usefulness of computers
can influence attitudes toward computers. The amount of confidence a
teacher possesses in using technology may greatly influence his/her effective
implementation in the classroom. Positive teacher attitudes toward
computers are widely recognized as a necessary condition for effective use
of information technology in the classroom (Woodrow, 1992).
Gardner, Discenza, and Dukes (1993) have determined that computer
anxiety is a major cause of resistance to using computers. This and other
research indicates that increased computer experience reduces computer
anxiety in many student teachers. However, it may depend on the type of
computer experience (McInerney, McInerney, & Sinclair, 1994). Beasley and
38
Sutton (1993) found that at least 30 hours of instruction and practice were
required just to reduce anxiety about technology. These authors contended
that reducing uncertainty is just the first step to becoming confident and
competent users of technology.
The successful use of computers in the classroom is dependent on the
teachers' attitudes toward computers (Lawton & Gerschner, 1982). Educators
are often resistant to using computer technology in the classroom, so
changing teachers' attitudes is a key factor in fostering computer integration
(Marcinkiewicz, 1993/1994). Stevens (1980, as cited in Violato, Mariniz, &
Hunter, 1989) identified teachers' attitudes as well as expertise in using
computers as major factors in the adoption of computers in the classroom.
Koohang's (1989) research also found computer experience to be significant
regarding attitudes toward computers. Although teachers' attitudes have not
typically been considered in the introduction of computers into the classroom,
future successful implementation will need to address teachers' attitudes
toward computers (Hunter & deLeeuw, 1988, as cited in Violato et al., 1989).
According to a research study examining the relationship between teacher
attitudes and computer skills, it is critical that teachers possess both positive
attitudes and adequate computer literacy skills to successfully incorporate
technology into the classroom (Hignite & Echternacht, 1992).
4.1.1 Teachers and Technology
Through the experience of working with teachers could see that many do
not know how to use a computer or surf the Internet, much less have an e-
mail. This is a first obstacle in integrating technology into the teaching-
learning process. Apparently it could represent a high economic cost training
of these teachers.
My suggestion is that teachers trained in technological areas to train their
colleagues in time for the "Update" and the inter-semester periods. With this
not only is canceled an economic expenditure; but also allows interaction
among teachers themselves. Teacher training projects should be made by
39
the directors of the schools according to the needs of their teachers
themselves.
Thereby can be set training systems that allow the teacher to acquire a
personal, pedagogical and technical knowledge. Some and some students
may know more than the teacher on a computer, but not on the processes of
learning and teacher interaction.
The teacher must be updated at par with the technological development
because if you do not know will learn how to teach children and young people
to learn. The use of technology should help teachers to understand that
teaching and learning are two sides of the same coin; because if only teach
what you know and only gives what he has and does not have the initiative
and attitude to learn cannot have an adequate performance to the
development of society in different aspects.
We have inadequate teacher preparation to face the fast and relentless
economic, social, cultural and technological changes; the inadequacy of
pedagogical models to work with children and young people requires new
forms of interaction and showing other behaviors, values and interests; the
lack of mastery of science and knowledge for teaching and widening gap with
the latest advances in science and technology; little versatility of teachers to
address new divisions of labor in the socio-educational field: preschool,
primary, secondary, etc.
Similarly should be implemented pedagogical proposals that incorporate
all the means at its disposal to promote the teaching and learning and a
strong and efficient teacher training in a cultural context characterized by
technological development, diversity of forms of communication and process
transformations in modes work.
It is necessary to train teachers in the use of technology to enable the
domain of new media and its integration into the curriculum and teaching.
The integration of technology can generate changes in the short, medium
and long term in classrooms in ways that benefit the student learning
40
process. These resources can generate attractive activities and innovative
work without their existence would be impossible to program. However, these
resources alone cannot generate a major change in education. It is the
teacher who should and can cause the change in classrooms helped by
these resources.
4.1.2 Teachers' attitudes and computer technology training
There is a positive relationship between computer technology training
and teachers‟ attitudes (Becker et al., 1999; Gobbo & Girardi, 2001). Training
can significantly impact the ways in which a teacher embraces technology
tools in the classroom. In an examination of teaching styles and technology
integration in Italy, results “appeared to indicate that both personal theories of
teaching and the level of competence with technology play a major role in
how teachers implement technology and in their perception of their own and
their pupils‟ motivation” (Gobbo & Girardi, 2001, p. 63).
4.1.3 Teachers' attitudes and computer experience
Dupagne and Krendl (1992) noted that computer experience often fosters
positive attitudes towards computers; moreover, the lack of computer
instruction often accounts for teachers’ low confidence level when they
initiate computer activities. This feeling of low confidence often results in high
anxiety towards computers. High anxiety can lead to negative attitudes and
eventually negatively influence the learning process.
According to Abas (1995a, Blankenship,1998 and Isleem, 2003),
teachers’ attitudes have been found to be a major predictor of the use of new
technologies in instructional settings. Christensen (1998) states that
teachers’ attitudes toward computers affect not only their own computer
experiences, but also the experiences of the students they teach. In fact, it
has been suggested that attitudes towards computers affect teachers‟ use of
computers in the classroom and the likelihood of their benefiting from
training. Positive attitudes often encourage less technologically capable
41
teachers to learn the skills necessary for the implementation of technology-
based activities in the classroom.
4.2 Teachers’ Beliefs Regarding Technology Use
Teachers’ beliefs have been emphasized previously especially in terms of
teacher efficacy beliefs, expectations about students’ achievement, and
students’ motivation. However, little research has been conducted focusing
on teachers’ beliefs regarding technology use. Nonetheless, there is some
research to suggest that there is a relationship between teachers’ technology
uses and their pedagogical beliefs.
Parr and Tillema noted that encouraging teachers to develop new beliefs
and stick with them is difficult. Even when teachers have a strong set of
pedagogical beliefs, these ideas are often challenged and overruled by the
conditions of the teaching environment. In other words, a pre- or in service
teacher who believes strongly in student-centered learning may quickly adopt
a teacher-centered approach when faced with an overloaded schedule, lack
of administrative support, or other barriers in the classroom.
Although teachers agreed that technology makes their home, work, and
school lives easier, technology integration is considered a difficult process.
Because computer technology is a relatively new phenomenon in the school
environment, teachers still consider technology integration to be a complex
process.
According to Miller, teachers’ beliefs about technology are comprised of
three related, but independent components: pedagogical beliefs about
teaching and learning, self-efficacy beliefs about technology use, and beliefs
about the perceived value of computers for student learning. Russell, Bebell,
O’Dwyer, and O’Connor found these three components to be the main
predictors of teachers’ classroom technology uses.
Documented successful belief change after engaging pre-service
teachers in authentic displays of teaching through these authentic
42
experiences, pre-service teachers developed a better understanding of
constructivist practices, became more effective at implementing constructivist
methods, and achieved meaningful reflections on the nature of teaching and
learning.
Because the problem situations are messy, confusing, and complex,
students need to gather information in order to understand, define, and solve
the problems. During an authentic problem solving process, students are
able to set their own goals and develop their own approaches. Under the
guidance and coaching of a skillful teacher, students work collaboratively to
inquire, investigate, and plan their learning activities.
4.2.1 Contribution of computer technology to teaching and learning
There are numerous benefits of computer technology when it is
integrated deliberately and comprehensively into teaching and learning
(Apple Education Inc., 2009). These benefits are as follows:
Computer technology supports student achievement. When integrated
into instruction appropriately, computer technology has significant positive
effects on student achievement in reading, literacy, mathematics, and
science.
Computer technology engages students in learning and content creation.
Integrating computer technology into formal learning and engaging students
to create and publish their own work for a worldwide audience make
institutions more relevant, resulting in higher levels of student achievement.
Computer technology increases access to education, virtual communities,
and expertise. Schools and universities often provide students in
disadvantaged communities their only access to computing devices and the
Internet.
Computer technology fosters inclusion. Computer technology is
instrumental in providing solutions that help schools and universities create
43
inclusive learning environments that engage all students regardless of ability,
disability, background, or learning style.
Computer technology helps prevent dropouts. The National Dropout
Prevention Centre cites computer technology as one of 15 strategies that
have the most positive impact on the high graduation rate.
Computer technology facilitates differentiated instruction. Computer
technology can help teachers provide personalized, just-in-time instruction for
all students, which are especially important when supporting underperforming
students, English language learners, and students with disabilities.
Computer technology empowers learning and research in critical STEM
fields. Computer technology, including scientific simulations, computer labs,
and visualization tools, is an essential tool for inquiry-based learning,
advanced research, and collaboration in the science, technology,
engineering, and mathematics (STEM) fields for higher education.
Computer technology strengthens career and technical education.
Computer technology gives teachers the opportunity to prepare students with
new kinds of knowledge and skills that are in demand in high-growth
emerging industries.
Computer technology extends the learning day. Access to a computer
and an Internet connection can support learning beyond traditional school
and university hours and classrooms.
Computer technology supports teacher quality. Research shows that
ongoing, job-embedded professional development makes the most difference
in improving teacher quality; computer technology enables online learning as
well as access to web resources and virtual communities of practice.
Computer technology enables timely and innovative assessments.
Technology-based assessments can make tests easier to administer and
score, answer the need for more frequent classroom-based assessments,
44
enable teachers to expand feedback through better communications with
students, and provide real-time feedback and guidance.
4.2.2 Using Technology in the Classroom
The teachers felt that technology lessons take more time to plan for other
reasons than just their inexperience in planning the lessons. Organizing a
classroom lesson involves making decisions about which instructional
strategy would be most effective for the lesson and the students. The
teachers have tried and continue to experiment with different teaching
strategies to determine which are the most effective for students in their
classrooms. Effective lesson design also involves understanding the
technology application well enough to understand how it will best be used in
the classroom. Finally, the teachers also have to prepare the machines,
sometimes check out equipment, or load software before the lesson is ready
for use with students.
The teachers must understand how to use the technology resources
effectively with students when they design the classroom lesson. Eddie feels
that some teachers don't spend enough time with a technology resource to
fully understand it before they use it in their classroom.
4.2.3 Barriers to teacher’s use of computers
Barriers to using technology in education includes lack of teacher time,
limited access and high costs of equipment, lack or vision or rationale for
technology use, lack of teacher training and support, and current assessment
practices that may not reflect what is learned with technology. The need for
teacher training and the lack of expertise are major barriers to using the
microcomputer and related equipment. With computer competence, teachers’
anxiety decreases and their attitudes toward computers improves with hands-
on computer literacy courses.
45
Teacher time facilitates the areas of being able to experiment with new
technologies, to share these experiences with other teacher, to prepare
lessons using the technology and to have the time to attend technology
courses or meetings. Learning how to use new technology includes the time
the teacher needs to become competent with the computer as a personal tool
but also as an instructional tool. Teachers need to train and develop their
skills outside of the regular school day so they can concentrate on instruction
and training objectives. After the teachers become knowledgeable about
using technology, they need time to transfer the skills learned into infusing
technology into the curriculum.
Unfortunately, many teachers find hardware and software availability are
limited in their schools. The costs of upgrades, support, and training,
hardware and software are often not considered in school planning. Many
times technology is placed too far from the classroom and much of the
hardware is too old to handle the new software applications. Older schools
found it difficult to meet the wiring needs to use telecommunications.
4.2.4 Teacher’s view of technology
Many studies have investigated teachers' attitudes toward the use of
technology and their anxiety about using technology. These studies are
particularly important because a teachers' attitude about computers and
related technologies can positively or negatively influence their students'
attitudes toward technology.
In the past, the failure of new technologies in education has been blamed
on the teacher's inability to adapt the new technology to his or her teaching
style.
A number of studies and reports reveal that both new and veteran
teachers feel inadequately prepared to use computers in their classroom. A
study of elementary teachers college indicated that, the more computer
experiences a teacher has, the greater the indication that the teacher will feel
46
comfortable and have positive attitudes toward technology. On the other
hand, the same research shows that having computer anxiety prevents
teachers from using technology. It is important that educational leaders
understand teachers' attitudes toward technology before they attempt to
provide relevant technologies to the classroom and integrate them into the
curriculum.
The growth of technology as an instructional tool will depend on teachers'
attitudes about these technologies and their ability to use them for instruction
and administrative purposes. In the past, studies have shown that many
teachers are struggling to make efficient and effective use of today's
technologies. Many teachers often do not have favorable attitudes toward the
effectiveness of technology, even when it is viewed as an effective
instructional strategy.
Many studies have shown that there is a positive relationship between
the use of computer technology and the effectiveness of teaching and
learning. The Educational Testing Service indicated that, when properly
used, computers can serve as important tools for improving student
achievement. This report also indicated that, when computers are used to
teach higher-order concepts and when teachers are trained and direct
students to such applications, computers are associated with significant
gains in math achievement as well as improvements in the social
environment of the school. Additionally, this study found that, when
computers are used for drill and practice, computer use is unrelated to
achievement and, in some cases, can be harmful.
The literature shows a significant difference between the attitudes of
teachers toward technology and the expectations of the public and
professional organizations. These expectations are difficult for teachers to
understand because educational technology presents a number of
problematic issues for teachers. Teachers need support and training to
positively integrate technology into their classrooms. Training programs must
not only be designed for teachers to improve their skills with technology but
47
also help teachers change their attitudes toward the use of instructional
technology.
48
CHAPTER V
OTHER CAUSES OF THE CORE PROBLEM
5.1 Administrative support
Support from different levels of the school organization is one of the key
elements needed for successful implementation of technology in education.
Administrators can provide the conditions that are needed, such as school-
wide policy, incentives and resources. Administrative support and
involvement is critical to the successful integration of technology. The study
by Bloemen et al., (1999) constantly shows that the commitment and interest
of the principal is the most critical factor for successful implementation of any
school innovation-especially technology. The provision of support for all of
their personnel and involving them in various aspects of technology usage is
critical both at schools and every level of office.
Leadership plays a key role in the implementation and integration ICT in
education. Many teacher- or student - initiated ICT projects have been
undermined by lack of support from above. For the implementation and
integration of ICT to be effective and sustainable, administrators themselves
must be competent in the use of the technology, and they must have a broad
understanding of the technical, curricular, administrative, financial, and social
dimensions of ICT use in education. Colleagues as well as school and district
administrators must provide ongoing support for long-term change to be
successful (Dwyer, Ringstaff, and Sandholtz, 1997). This shows that support
and encouragement from the school leaders and other concerned bodies is
important in the implementation and integration of technology in education.
5.2 Lack of Professional development
The lack of professional development and support has acted as a barrier
to the effective use of technology in education. In many schools, teachers
feel unprepared to learn and integrate technology in their classrooms. Yet for
students, they have the knowledge of using this technology for educational
49
purposes. There is a lack of training programs to teach these teachers on
ways they can use technology to simplify their job and also make it easier for
their students to learn better. When it comes to remote schools or low level
classes, teacher will act as a link between students and technology, because
these students are not well informed on how to use technological tools like
computers in the classroom. So if teachers have no training skills on using
technology for educational purpose, then students will also miss out on these
skills. This is a common practice in public schools, because private schools
are business entities which are operated on competitive advantage, so they
emphasize the use of technology in the class and their teachers are well
trained and well equipped with technological tools for education.
5.3 Technical support
As (Voogt) described that technical support is not always available, this
implies that teachers need to be able to have basic troubleshooting skills to
overcome technical problems when ICT is applied. Technical support is one
part of the implementation and integration of ICT in education system. It
should be considered as integral part of a school’s overall ICT procurement
strategy and responsibility for ensuring that good support systems are in
place with school leaders. Effective technical support enables the
implementation and integration of ICT to function effectively and efficiently.
Without it teaching staff may not have the confidence to use ICT in their
teaching. Such ICT support can range from installing hardware to setting up
and maintaining the overall activity and even to providing support in the
school to other colleagues. Whether it is provided by in-school staff or
external service providers, or both, technical support is essential to the
continued viability of ICT use in a given school. While the technical support
requirements of an institution depend ultimately on what and how technology
is deployed and used, general competencies that are required would be in
the installation, operation, and maintenance of technical equipment, network
administration, and network security.
50
5.4 Infrastructure in technology implementation and integration
Collis (1996) defines infrastructure as the physical equipment (hardware
and software) that enables a network to function. In order to have a teaching
learning process or education system supported by technology, the
availability of suitable infrastructure is essential (Law et al., 2000). This
implies that it is very difficult to focus on implementation of technology to
support learning unless schools and other educational establishments are
provided with basic technological infrastructure and facilities.
In relation to connectivity, a study by Pelgrum and Anderson (1999)
disclosed the existence of huge differences between schools in different
countries regarding the availability of ICT equipment and facilities and access
to the Internet. Not only this but the study also observed that, over a four-
year period many countries covered in the study developed rapidly in terms
of equipping their schools with computer hardware and software. Although
computers were widely distributed, and their number was increasing
continually and significantly reports from many researchers indicate that
shortage/lack of computers remain a problem at different schools and
countries. Majority of respondents from most of the countries covered in the
study considered/saw shortage/insufficient number of computers as a major
obstacle.
5.5 Access Issues
The access issues are related to both home and school. Access at school
that is limited is not enough to convince teachers to invest time and energy in
learning how to teach with technology because it is not a reliable access for
them. Shared equipment and labs rarely provide motivation for the teachers
to learn new skills and plan technology lessons. Teachers will rarely spend
the additional time to plan a technology lesson if they are not assured that
they will have access to a machine or machines on the day and time when
they need them. These teachers reported having little interest in learning
about technology and planning lessons until they actually had a machine in
51
their classroom. The barriers of working with someone else's equipment or
environment has been discussed in existing literature (Denk, Martin &
Sarangarm, 1993).
The teachers were more inclined to plan a teaching strategy that adapted
to a limited number of computers that were always available as opposed to a
more desirable strategy that was dependent on the availability of scheduling
a lab or shared equipment. In the settings that Eddie, Pat, and Claire teach
in, the complexity of matching schedules of lessons and labs has not been a
problem very often because they are early adopters and other teachers are
not competing with them for time in the labs.
Home access was identified as very important to the teachers as part of
the process of integrating technology into their teaching. It allowed them to
learn new skills, troubleshoot, review materials, do their grades, and teacher
productivity tasks at their convenience. Home access to a computer was
important because the teachers did not usually have time during the school
day to work on new projects. Even though time at home to work is also
limited, it provided them with additional opportunities to spend time on the
computer. The teachers also felt they were more inclined to work at home on
the machine in the evenings and on weekends than return to school during
those times to work on a machine there. Home access was important enough
to these teachers that they had invested in not one, but at least two home
computers, with one teacher upgrading to her third machine. All five of these
teachers upgraded their personal home machines during 1996, citing
processor speed, memory, and Internet access as the primary reasons to
upgrade.
5.6 Time Issues
The issue of time in the process of integrating technology into teaching is
very complex. There are a number of issues that the teachers explained that
all seem to boil down to time. Time can be used as an excuse for not starting
or doing a task, however, these teachers were all incorporating and working
52
on advancing their use of technology in the classroom as opposed to not
starting at all. Even though they identified time as a constraint or limitation,
they had all found enough time somewhere to get started using technology in
their classrooms. They would all have liked more time to work on developing
new lessons and technology skills, but the complexity of finding time had not
stopped them from progressing in the process. From this perspective, it
seemed to be necessary to break down the time issue to investigate why it
was so prevalent in the teachers' responses.
Computers can be effective teaching tools in the classroom, however,
they are complex machines and require knowledge and skills to operate
them. Knowing how to operate them and integrate them effectively into a
teaching strategy or method requires an even higher skill level. These skills
take time to acquire. The learning curve is much steeper for a computer than
previous educational technology tools. The overhead projector has an on/off
switch and a focus knob with newer models adding a second bright/brighter
switch. Televisions have more switches and settings, however, once set up,
they turn on and off fairly easily without much adjustment required on start
up, not to mention the fact that most people have about 20 years of
experience using TVs when they start using them in the classroom. The VCR
has replaced the 16mm film projector in most classroom settings, and even
though both of these items are complex to operate in their own way, they still
do not compare with the complexity of the computer as a teaching tool.
Computers have an on/off switch and from there the complexity grows
exponentially. The computer has an operating system, which might be
updated and changed, that the teacher should have some knowledge about
in order to use the machine effectively and problem-solve small glitches.
There are individual applications, each requiring different knowledge and
skills, running under the operating system. Increasingly, it is common for
computers in a school to be connected to a network or LAN which requires
another level of knowledge and skills to use effectively. Hooking up
peripheral equipment such as a display device or a SCSI device such as a
53
scanner or external drive creates the need for an additional set of skills. All of
these numerous computer skills have exceeded the on/off switch complexity
of the overhead projector. The difficulties in using computers has been cited
as a concern for teachers and workers in existing literature (Croft, 1994;
Schofield, 1995; Yeaman, 1993). Given that some basic computer skills are a
prerequisite, the time and experience necessary to learn the skills becomes
an issue.
"Not enough time" is a universal constraint for all types of tasks. And
while it is identified as a constraint in using technology by these teachers, I
think it might be better defined as an issue of "scheduled time" versus simply
saying there is "not enough time." The teaching day is broken into many
small blocks of time. In the case of secondary teachers, one block of time is
usually set aside for planning time which the teacher might be able to use to
work on integrating technology. Of course, there are numerous other things
which must be completed during this same time slot in the teacher's day.
Elementary teachers rarely have any planning time in their day at all. The
only school time available is after school duty time which again is taken up
with meetings and the other duties necessary to survive the following day
with students. The teachers have to create and implement the new lessons
within the reality of being prepared for the other classes they must teach
when the next school day starts. The other duties they are required to
perform do not stop because the teacher would like to learn and design an
innovative lesson in their classroom.
"Scheduled time" adds complexity to the process of using and learning
technology because teachers have to match their schedules to plan and
develop new lessons, as well as get troubleshooting help when they are
stuck. The teacher is ruled by the schedule during the day and has very little
control over his or her time during the school day. In such a scheduled
environment with many things to be done, sitting on hold, waiting for tech
support to solve a problem, is usually not an option. The teachers may wait
several days to get help with a technology problem or question, even if the
54
tech support people have the same time available in the schedule as the
teacher, due to the numerous impromptu duties that must be performed
during the school day.
It seems that "scheduled time" is a contributing factor in forcing teachers
to work at home or on personal time to integrate technology. The scheduled
time issue is not unique to the school setting. The time teachers have at
home is also scheduled around families and household duties as well.
Personal time during the summer was identified as being valuable (and
maybe the teacher's only "unscheduled time") for learning and designing
classroom technology lessons.
The time constraint for teachers using computers is a consistent theme in
existing literature (Cuban, 1993; Marcinkiewicz, 1995). Gallo and Horton
(1994) identified the necessity for uninterrupted time for teachers to become
comfortable with using the Internet. Knupfer (1993) asserts meaningful
implementation of computer technology requires more time; time that is
additional beyond the normal teaching day. All of the teachers in this study
put in time after school, on weekends, and during the summer to acquire,
practice and use their technology skills.
5.7 Vocational Education Teacher and Computer Technology
Application
Knowledge of computer technology and computer-based technology has
become tremendously important to technical and vocational teachers in the
new information age. Vocational and technical teachers have realized the
value and usefulness of computer technology in their programs. However,
they do not have the necessary skills and knowledge to use it effectively for
instructional purposes. In order to ensure that technical and vocational
education will remain valuable to the educational system, vocational and
technical programs must continue to enrich the programs to prepare students
for the workplace and society. In order for teachers to do that, they must
continue to value computer technology and seek ways to connect program
55
and instructional management with appropriate computer technology,
especially the Internet.
Teachers' competency in computer technology is essential if they are to
be successful instructional leaders as they use and transfer this competency
to their students. Certainly, this computer technology foundation is a
necessity for all teachers and students. Lu (2002) noted that computer
technology has a great effect on teaching and learning vocational programs.
Computer technologies are developing at a rapid pace, carrying the potential
to deliver vocational education to more learners in more satisfactory ways.
Vocational education teachers should been encouraged to participate in
professional development activities to acquaint them with the uses of
computer technology for improving teaching effectiveness. Vocational and
technical teachers will continue to be challenged by these new technologies
and must be able to use these new technologies that are continually
changing the ways how people live, work, and learn. Moreover, Bork (1985)
noted that the application of computer technology use in education would be
very important and would become the dominant delivery system in the next
25 years. According to Wanocott (2001), computer technology and computer
based technologies have become a popular teaching tool for technology
instructors. With the high quality of graphical-user interface, high speed
processing, and affordability, computer use in preparing the workforce has
come of age. The educational software designer is now able to design and
develop multidimensional educational software that includes high quality
graphics, stereo sound, and real time interaction.
Miller (1997) found that, overall, vocational teachers understand the
importance of computers in education. The problem is technical and
vocational educators today face the challenge of utilizing and integrating
computers and related technologies into their instruction in a manner that
enhances student learning and achievement. According to Bailey, in the
educational community, the level of technology integration can deeply affect
what teachers do and what their student’s experience.
56
5.8 Vocational and Technical Teachers Computer Technology
Training
Computer training is a crucial factor for increasing the effectiveness and
knowledge of using computers among teachers. According to Birkenholz and
Stewart (1991) lack of training in using computers was a major barrier to
using the microcomputer and computer related equipment. In 1991, Fletcher
and Deed found that computer anxiety decreased with an increase in
computer training and attitudes towards computer, improved with the
completion of a hands-on computer literacy program.
Fletcher and Deed also recommended incorporation of additional
computer courses in vocational teacher education programs, as well as in-
service training for secondary vocational teachers to decrease anxiety and
increase computer confidence and knowledge. Wetzel (1991) noted that,
because of the advance of computer technology today, many of the computer
competencies can be achieved by effective integration into the entire pre-
service curriculum. Wetzel also proposed a model for pre-service preparation
that includes a core computer literacy course, and a method course in which
instructor’s model computer integration and technology-rich field
experiences. Kotrlik and Redmann (2000) also stated that the pre-service
programs should strengthen their emphasis on the computer technology
knowledge and skills of pre-service vocational teachers.
Miller (1997) stated that vocational teacher educators from all major
program areas revealed that the traditional computer tools, especially word
processing, are receiving regular use in the pre-service classroom. On the
other hand, newer technologies such as authoring software and multimedia
applications are not yet integrated into the pre-service curriculum on a
regular basis. Miller also concluded that the vocational teachers realized the
potential usefulness of computer applications and acquired skills through
various methods.
57
5.9 Planning Technology Lessons
Once the teacher has access, has acquired some skills, and is ready to
start teaching with technology, the difficult process of planning new
technology lessons and developing classroom projects begins. This chapter
provides a description of how the teachers plan for and use technology in
their classrooms and the changes they see as a result. As the teachers
described their time concerns in using technology in the classroom, it
became evident that how and what they planned was an essential part of
understanding this process. All teachers create and write lesson plans. It is
when the lesson planning involves something new that it appears to take
more time and be more stressful due to the inexperience with the content or
the materials. Planning new lessons with technology is not an exception. The
teachers compared it to using a new reading program, new curriculum or the
first year teaching a new course.
Planning technology lessons is time consuming for teachers because
they are inexperienced in using computers in the classroom. There are new
classroom management issues to think through, web searches for sites and
information to be done, projects to be developed, software to be loaded on
machines, and problems to be solved in preparation for the lesson. All of
these things require more planning time and skills of the teacher than if they
were using a traditional classroom lesson which they are more experienced
in planning and teaching. Eddie used the analogy of being a first-year
teacher to describe how he feels about planning and developing technology
lessons for his classroom. I asked him if it took longer to plan a technology
unit based on the World Wide Web than if he would have planned it using
traditional teaching materials.
58
2.6 Hypothesis system
2.6.1 Working Hypothesis
The teacher’s beliefs influence into the technology-related skills.
2.6.2 Null Hypothesis
The teacher’s beliefs do not influence into the technology-related skills.
59
PART TREE
3 METHODOLOGICAL DESIGN
3.1 Research Type and Design
This was applied, descriptive and field study. The technique for collecting
data was a survey. The study is correlational, quantitative and transversal.
A qualitative research design was employed in order to have valid data
for the study and to gain a more accurate picture of the reality of the issue
raised by the research questions and objectives (Denzin and Lincon, 2000).
The method used to collect qualitative data were survey. In order to compare
and determine the relationship between the teachers’ and students’ views
towards using new technology in the classroom, a quantitative research
design was used.
3.2 Population and sample
The participants for this study were 15 teachers 5 women and 10 men, 3
were teachers of English Language 1 had sufficiency and 2 were graduate
degree, and 12 taught other subjects all teacher were graduates in science
education with different specialties, 25 students 9 women and 16 men, age
between 18-23 years old that attended the Second Bachelor specialty
accounting of basic education at Unidad Educativa Tumbaco.
3.3 Field work
The field group work took place at Educational Unit Tumbaco, in July
2010. The technique for gathering data was a survey with specific questions
to get the information needed.
3.4 Instruments for data collection
Survey was the technique used to gathering data in this research project
60
3.4.1 Survey
For this study, two sets of surveys were designed. The first survey was
distributed to English language teachers and others specialties. The aim of
the survey for the teachers was to find out their views about the use new
technology in the classrooms, which skills they think can be enhanced
through new technology, why they employed or avoid the use new
technology in language classrooms, to find out the difficulties of using new
technology; and to obtain information about the strategies teachers use to
understand to improve the skills in use new technology. The second set of
survey was distributed to the students. Students had almost similar
questionnaires like the teachers to find out their views about the inclusion of
new technology and their daily activity and why they use or avoid use new
technology in classrooms. All English teachers and 25 students were
requested to answer the surveys. It was both close and open ended
questions for both respondents.
3.5 Data processing and analysis
The data obtained were analyzed using descriptive statistics and
inferential statistics. Quantitative data was tabulated and compared by using
LIKERT’S scale, Chi-square and coefficient of contingency.
61
PART FOUR
4 TESTING THE HYPOTESIS
4.1 Graphical exposition of results
4.1.1 Data matrix of questionnaires
Table 1 Data matrix teachers
VARIABLES QUESTIONS
YES NO A little
Total
1. Do you think that technology is a valuable tool in the English classroom?
8 5 2 15
2. In your opinion, do students learn better using new technology?
4 10 1 15
3. Do you use new technology to make easier the students learning process?
12 3 0 15
4. Have you attended any course in order to get skills and experience in the use new technology?
2 11 2 15
5. Are you trained to use basic applications such as word processors, spreadsheets, and presentation programs in the classroom?
5 9 1 15
6. Do you think that the high cost of high cost of equipment could be a barrier to integrate new technology in the classroom?
14 1 0 15
7. Do you think that the lack time for training could be a barrier to use new technology in teaching?
15 0 0 15
8. Have you ever experienced any kind of anxiety or resistance to use new technology?
11 3 1 15
9. Are you motivated to use new technology to improve teaching?
2 5 8 15
10. Would you like to be trained to use the new technology in the English classroom?
12 2 1 15
TOTAL 85 50 15 150
62
4.1.2 Analysis of results
Source: Survey: Administered to Teachers
Carried out by: Hector Collaguazo
1. Do you think that technology is a valuable tool in the English
classroom?
Table 2 Teachers' data result to question 1 ALTERNATIVES FRECUENCY PERCENTAGE
YES 8 54%
NO 5 33%
A LITTLE 2 13%
TOTAL 15 100%
Figure 2 New technology valuable tool
ANALYSIS
According to these results, 54% of teachers answered that new
technology is a valuable tool, while a 33% said that is not a valuable
tool new technology and 13% think that it is little valuable tool.
63
2. In your opinion, do students learn better using new technology?
Table 3 Teachers' data result question 2 ALTERNATIVES FRECUENCY PERCENTAGE
YES 4 66%
NO 10 27%
A LITTLE 1 7%
TOTAL 15 100%
Figure 3 Students learn better using new technology
Analysis
The 66% of teachers answered that students don’t learn better using
new technology. The 27% of teachers said that students learn better
using new technology. While the 7% the teachers said that new
technology do not help develop student’s capacity.
64
3. Do you use new technology to make easier the students learning
process?
Table 4 Teachers' data result to question 3
ALTERNATIVES FRECUENCY PERCENTAGE
YES 12 80%
NO 3 20%
A LITTLE 0 0%
TOTAL 15 100%
Figure 4 Students use technology make easier learning process
Analysis
A high percentage of 80% of teachers answered that students learning
process make easier when use new technology, while that 20% of
teachers said that students when use technology is complicated
learning process, because do not have enough experience in use
them.
65
4. Have you attended any course in order to get skills and experience
in the use new technology?
Table 5 Teachers' data result to question 4 ALTERNATIVES FRECUENCY PERCENTAGE
YES 2 13%
NO 11 74%
A LITTLE 2 13%
TOTAL 15 100%
Figure 5 Attended any course to get skills
Analysis
The 74% of teachers said do not attended any course to get skills and
experience in use new technology because, do not have
administrative support, and the 13% said a little attended courses to
develop the skills to use new technology.
66
5. Are you trained to use basic applications such as word processors,
spreadsheets, and presentation programs in the classroom?
Table 6 Teachers' data result to question 5 ALTERNATIVES FRECUENCY PERCENTAGE
YES 5 33%
NO 9 60%
A LITTLE 1 7%
TOTAL 15 100%
Figure 6 Teachers' trained to use basic applications
Analysis
According to the survey realized the 60% said that don’t know use the
basic applications, 33% said are trained to use basic applications and
another a little 7% said to know how use basic applications and
presentation programs in the classroom.
67
6. Do you think that the high cost of equipment could be a barrier to
integrate new technology in the classroom?
Table 7 Teachers' data result to question 6 ALTERNATIVES FRECUENCY PERCENTAGE
YES 14 93%
NO 1 7%
A LITTLE 0 0%
TOTAL 15 100%
Figure 7 High cost of equipment is a barrier
Analysis
The 93% of teachers said that the high cost of equiment is a barrier to
integrate new technology in the classroom, while only the 7% said that
high cost is not a barrier to integrate new technology in the classroom.
68
7. Do you think that the lack of time for training could be a barrier to
integrate new technology in teaching?
Table 8 Teachers' data result to question 7 ALTERNATIVES FRECUENCY PERCENTAGE
YES 15 100%
NO 0 0%
A LITTLE 0 0%
TOTAL 15 100%
Figure 8 Lack training and time
Analysis
According to the survey, the 100% of teacher affirm that the lack of
training and time is a barrier to integrate new technology in the
classroom.
69
8. Have you ever experienced any kind of anxiety or resistance to use
new technology?
Table 9 Teacher's data result to question 8
ALTERNATIVES FRECUENCY PERCENTAGE
YES 11 73%
NO 3 20%
A LITTLE 1 7%
TOTAL 15 100%
Figure 9 Experienced any kind of anxiety or resistance
Analysis
73% of teachers said that experienced any kind of anxiety or
resistance to use new technology in the classroom, and the 20% said
that never experienced anxiety or resistance, a little 7% experienced
anxiety or resistance to use new technology.
70
9. Are you motivated to use new technology to improve teaching?
Table 10 Teachers' data result to question 9
ALTERNATIVES FRECUENCY PERCENTAGE
YES 2 13%
NO 5 33%
A LITTLE 8 54%
TOTAL 15 100%
Figure 10 Motivation to use new technology
Analysis
The a little 54% of teachers are motivated to use new technology and
33 said that do not receive motivation to use technology, while the
13% said to be motivated to use new technology.
71
10. Would you like to be trained to use new technology in the English
classroom?
Table 11 Teachers' data result question 10
ALTERNATIVES FRECUENCY PERCENTAGE
YES 12 80%
NO 2 13%
A LITTLE 1 7%
TOTAL 15 100%
Figure 11 Training to use new technology in the English classroom
Analysis
According the survey 80% of teachers said that would you like to be
trained to use new technology in the clasroom, while the 13% do not
have interest in to be trained to use new technology in the classroom.
72
Table 12 Data matrix of students
VARIABLES QUESTIONS
YES NO A LITTL
E
Total
1. Do you enjoy learning English when the teacher use new technology in the classroom?
18 4 3 25
2. Do you think teachers have enough experience in using new technology?
3 20 2 25
3. Do you think teachers are prepared to solve any problems about hardware and software during the classroom activities?
5 15 5 25
4. Are teachers using internet, digital media tools to enhance students learning?
9 13 3 25
5. Are teachers integrating video clips into Power Point presentation in the classroom?
5 16 4 25
6. Do you think that teachers are trained to give support and share knowledge online?
5 20 0 25
7. Do you think that teachers are prepared to create visual aids for teaching?
8 12 5 25
8. Do you think that teachers have positive attitude toward new technology?
9. Do you think that teachers avoid using the new technology because they don´t trust in its efficacy?
10. Would you like to learn English by using new technology?
4
20
17
19
5
8
2
0
0
25
25
25
TOTAL 94 132 24 250
73
Source: Survey: Administered to Student’s Carried out by: Hector Collaguazo
1. Do you enjoy learning English when the teacher use new technology
in the classroom?
Table 13 Students’ data result to question 1
ALTERNATIVES FRECUENCY PERCENTAGE
YES 18 72%
NO 4 16%
A LITTLE 3 12%
TOTAL 25 100%
Figure 12 Students enjoy when teachers use new technology
It is shown that 72% of students said to enjoy when use new
technology in English classroom, 16% said that do not enjoy, while a
little 12% enjoy when teachers use new technology in classroom.
74
2. Do you think that teachers have enough experience in using new
technology in the classroom?
Table 15 Student’s data result to question 2
ALTERNATIVES FRECUENCY PERCENTAGE
YES 3 12%
NO 20 80%
A LITTLE 2 8%
TOTAL 25 100%
Figure 13 Teachers experience in use new technology
Analysis
In this question, It is shown that 80% of respondents said that
teachers’ do not have enough experience in use new technology, 12%
of students said that teachers have enough experience in use new
technology in teaching, while a little 8% said that teachers show to
have experience.
75
3. Do you think teachers are prepared to solve any problems about
hardware and software during the classroom activities?
Table 14 Students' data result to question 3
ALTERNATIVES FRECUENCY PERCENTAGE
YES 5 20%
NO 15 60%
A LITTLE 5 20%
TOTAL 25 100%
Figure 14 Solve any problems about hardware and software
Analysis
In this question, it is shown that 60% of respondents said that do not
have knowledge to solve any problem about hardware and software,
while other 20% said that teachers are prepared to solve any
problems and a similar percent said that teachers know how to solve
problems about hardware and software.
76
4. Are teachers using the Internet, digital media tools to enhance
students learning?
Table 15 Students' data result question 4
ALTERNATIVES FRECUENCY PERCENTAGE
YES 9 36%
NO 13 52%
A LITTLE 3 12%
TOTAL 25 100%
Figure 15 Teachers use internet, digital media tools
Analysis
In this question the 52% of students said that teachers do not use the
Internet, digital media tools to enhance students learning. And other
36% affirm that teachers use it in teaching, while 12% said teachers
use a little.
77
5. Are the teachers integrating video clips into PowerPoint
presentation in the classroom?
Table 16 Students’ data result to question 5
ALTERNATIVES FRECUENCY PERCENTAGE
YES 5 20%
NO 16 64%
A LITTLE 4 16%
TOTAL 25 100%
Figure 16 Teachers integrating video clips in classroom
Analysis
The 64% of students said that the teachers do not integrate video clips
into PowerPoint presentation, the other 20% afirm that teachers have
experience to create power point presentations, while 16% integrate a
little.
78
6. Do you think that teachers are trained to give support and share
knowledge online?
Table 17 Student’s data result to question 6
ALTERNATIVES FRECUENCY PERCENTAGE
YES 5 20%
NO 20 80%
A LITTLE 0 0%
TOTAL 25 100%
Figure 17 Give support and share knowledge online
Analysis
According this question the 80% of students said that the teachers are
not trained to give support and share knowledge online, and other
20% said that teachers have experience to give support.
79
7. Do you think that teachers are prepared to create visual aids for
teaching?
Table 18 Students’ data result to question 7
ALTERNATIVES FRECUENCY PERCENTAGE
YES 8 32%
NO 12 48%
A LITTLE 5 20%
TOTAL 25 100%
Figure 18 Teachers create visual aids for teachers Analysis
In this question the 48% of students said that teacher are not prepared
to create visual aids for teaching, and 32% of the students said that
teachers are prepare to create visual aids for teaching, while the other
20% said teachers create visual aids a little.
80
8. Do you think that teachers have positive attitudes toward new
technology?
Table 19 Student’s data result to question 8
ALTERNATIVES FRECUENCY PERCENTAGE
YES 4 16%
NO 19 76%
A LITTLE 2 8%
TOTAL 25 100%
Figure 19 Teachers attitudes toward new technology
Analysis
In this survey we can see that 76% of the teachers are not have
positive attitude, and other 16% said that teachers have positive
attitudes, while 8% said that teachers have little positive attitude.
81
9. Do you think that teachers avoid using the technology because they
do not like it or do not trust in its efficacy?
Student’s data result to question 9
Table 20 Student’s data result to question 9
ALTERNATIVES FRECUENCY PERCENTAGE
YES 20 80%
NO 5 20%
A LITTLE 0 0%
TOTAL 25 100%
Figure 20 Teachers avoid use new technology Analysis
The 80% the students said that the staff of teachers do not like it or do
not trust in its efficacy, and the 20% of the students said that have
trust in its efficacy.
82
10. Would you like to learn English by using new technology?
Table 21 Student’s data result to question 10
ALTERNATIVES FRECUENCY PERCENTAGE
YES 17 68%
NO 8 32%
A LITTLE 0 0%
TOTAL 25 100%
Figure 21 Learn English using new technology Analysis
The 68% the students said that would like to learn English by using
new technology, and the 32% of the students said that do not would
like.
83
4.2 Verification of the hypothesis
Table 22 Teachers Chi-square analysis
84
Figure 22Teachers Chi-square analysis
Chi-square calculated= 87,141 Confidence level= 95% Probability= 5% Degree Free= 18 Critical value= 28, 87
STATISTICAL DECISION
Once chi-square was calculated 87,141 and the critical value 28, 87 it is notable that chi-square is higher than the critical value, therefore the null hypothesis is rejected.
Table 23 Students Chi-square analysis
85
Figure 23 Students Chi-square analysis
86
4.3 Conclusions
a) The Null hypothesis is rejected, therefore the working hypothesis is
accepted “the teachers’ beliefs influence into the Technology-related
skills”.
b) Insufficient technology-related skills in Teachers at Educational Unit
“Tumbaco” is influenced by several factors like lack of resources,
inadequate knowledge and skills, institutional barriers, negative attitudes
and beliefs as it is demonstrated in questions formulated to Teachers’ and
students.
c) Teachers are not trained to give support and share knowledge online
because they do not have enough experience.
d) The successful use of technology in the classroom depends on the
teachers’ attitudes toward these tools.
e) Students affirm that enjoy learning when teachers’ use new technology in
the classroom.
f) Many teachers experience some kind of anxiety or resistance to using
new technology.
g) Teachers do not have the time or experience to properly integrate
technology into the classroom.
h) When teachers use new technology in English classroom, students enjoy
learning.
i) According to the students’ survey, teachers are not trained to give support
and share knowledge online.
j) Students affirm that teachers do not trust in its efficacy in use new
technology.
k) The students would like to learn English using new technology
87
4.4 Recommendations
a) Teachers should attend course or workshop to get skills and experience
in the use new technology.
b) Implement annual training plan to use basic applications such as word
processors, spreadsheets, and presentation programs in the classroom.
c) Strengthen outside of the regular school day to develop skills in use new
technology to improve teaching.
d) Implement use the Internet, digital media tools to enhance students
learning.
e) Computer tools and resources must be used in many different ways to
support teaching and learning.
f) Promote the use video clips into power point presentation in the
classroom.
g) Prepare teachers’ to solve problems about hardware and software.
h) Emphasize positive attitude toward new technology.
i) Consider training teachers’ to give support and share knowledge online.
j) Implement computer equipment for practicing in free time.
k) Motivate teachers to use new technology in classroom, to make easier
the students learning process.
88
PART FIVE 5 THE PROPOSAL
5.1 Analysis of stakeholders
Analysis of stakeholders
Table 24 Analysis of stakeholders
GROUPS INTEREST PERCEIVED PROBLEMS
MANDATES
Students Students want to have access to course materials published on the world Wide Web.
Students faced multiple technology-related difficulties.
Motivate to the students use new technology.
Teachers Teachers need to acquire a personal, pedagogical and technical knowledge to reduce anxiety to use new technology.
Inefficient technology- related skills use.
Acquire skills to use new technology to facility the teaching-learning process of the students.
Administrators Administrators Support teachers and students to implement new technology training as educational tool.
Teachers do not have enough experience and knowledge in the use of new technology.
Contribute to the implementation of e-learning technology and encourage to teachers to use new technology in teaching activities.
89
5.2 Problem tree
Figure 24 Problem tree
Inexperience to plan new lesson with technology
Implementation of computer require more time
Technical support is not available
Poor administrative support and resistance to chance
Negative Teacher’s attitudes and insufficient knowledge towards computers
Insufficient knowledge of the software application
Teachers do not have enough technology-related skills.
Low level of preparedness of teachers in the use of new technologies
Teachers experience some kind of anxiety or resistance to use new technology.
Resistance to use new technology as a teaching tool
Difficult process of planning new technology lesson
Integrating technology into teaching is very complex
Inadequate computer equipment
Figure 24 Problem tree
90
5.3 Objectives Tree
Figure 25 Objectives tree
High level of preparedness in the use of new technologies and equipment available
Gaining enough experience with a computer
Easy process of planning new technology lesson
Integrating technology into teaching is not complex
Adequate computer equipment
Good administrative support and motivated to
chance
Excellent Teacher’s attitudes and knowledge towards computers
Enough skills in use new technology
Teachers´ Technology-related skills increase
High motivation to engage in technology-based instruction
Experience to plan new lesson with technology
Implementation of computer do not require much time
Technical support available
Figure 25 objectives tree
91
5.4 Strategies tree
Figure 26 Strategies matrix
High level of preparedness in the use of new technologies and equipment available
Gaining enough experience with a
computer
Easy process of planning new
technology lesson
Integrating technology into teaching is not
complex
Adequate computer equipment
Good administrative support and motivated to chance
Excellent Teacher’s attitudes and knowledge towards computers
Enough skills in use new technology
Teachers´ Technology-related skills increase
High motivation to engage in technology-based instruction
Experience to plan new lesson with technology
Implementation of computer do not require much time
Technical support available
A
A B
B
C
C
D
D
Figure 26 Strategies tree
92
5.5 Analytic Structure of the proposal
Components
Goals
Study period’s technological
teachers¨ training
Educational technological application
Knowledge technological
interaction among teachers and
students
Interactive and interesting technological-related skills
improvement
Teaching technology-related skills improvement
Attend courses to get the technological
skills
Workshops participation about
hardware and software
Activities
Purpose
New technological teachers training
Training courses programing
Figure 27 Proposal
93
5.6 Logical framework matrix
Table 25
Logical framework matrix
Narrative Summary of objectives
Indicators Verification Media
Supposes
Goals 1. Teaching technology-related skills improvement 2. To obtain good experience in use computer like effective teaching tools in the classroom.
54% of teachers have positive attitudes toward new technology. 60% of teachers show enough skills and knowledge in the effective use of instructional purpose.
Survey interview Test about computers skills
Teachers will feel motivated and interested in the learning process. Teachers are interested in develop their skills outside of regular schools day.
Purpose To improve teachers technological-related skills
85% of teachers show adequate knowledge and skills in use computer in the classroom.
Test Using computers in the two processes of teaching and learning saves time and effort for both the teacher and the learner
Components Teachers get technological trainings every school periods. Application of technology in education. Teachers share their knowledge to their peers and students.
90% of persons use new technology to use with their course, and participate in online discussion groups. 66% students improve their learning process. 20% teachers share knowledge and communicate between students.
Statistical of access to the forums and chats. Language tests results Workshops evaluations
Computer-based instruction can effectively enhance learning. Teachers use technology efficiently. Teachers and students can share knowledge easily.
To be continued
94
Activities Training courses programing Attend course to acquire knowledge and skill in use new technology. Participate in workshops to practice and training in the use of hardware and software.
Resources Coordinator Teachers Computer Internet Computer book Internet Trainer
Costs $ - $1200 $ 500
95
5.7 Budget
Table 26 Budget
Resources
Tutor
Laptop Computer
Printer
Ink cartridges
Scanner
Copies
Sheets of paper
Bibliography
Binding
Internet account for six months
English-English dictionary
TOTAL
Costs
US$ 1,200
US$ 850
US$ 80
US$ 80
US$ 200
US$ 50
US$ 20
US$ 200
US$ 10
US$ 120
US $ 150
US$ 2,960
5.8 Activities Schedule
Table 27 Activities schedule
Activities Aug. Sept. Oct. Nov. Dec. Project elaboration X Development theoretical framework
X X
Diagnostic test (pre-test)
X
To look for information about capacitation cost and financing.
X X X
Summative evaluation X Elaboration of the proposal
X
Final report X
96
5.9 Evaluation
For the evaluation of the hypothesis we are going to use as tool
questionnaires. The focus was on the activities done by the teachers and
students, and their indicators of the project. In the evaluation of the results,
the relevant objectives were the components, the aim and purpose of the
logical framework.
97
BIBLIOGRAPHY
Abas, Z. W. (1995). Attitudes towards using computers among Malaysian teacher education students. In J. D. Tinsley, & T. J. van Weert (Eds.), World conference on computers in education VI: WCCE_ 95 liberating the learner (pp. 153–162). London: Chapman & Hall. Gerlach, V. S., & Ely, D. P. (1980). Teaching and media: A systematic approach. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Adams, S., & Burns, M. (1999). Connecting student learning and technology.
Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18 (3), 327-356.
Allan, Y., & Will, M. (2001). Teachers‟ computer attitudes: Factors influencing the instructional use of computers. Paper presented at the International Conference on Computers in Education, Seoul, Korea.
Alvidrez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student achievement. Journal of Educational Psychology, 91, 31–39.
Anderson, S., & Harris, J. (1997). Factors associated with amount of use and benefits obtained by users of a statewide educational computing network.
Apple Computer, Inc. (1995). Changing the conversation about teaching, learning, & technology: A report on 10 years of ACOT research. Cupertino, CA: Apple Computers, Inc.
Ausubel, D.P., Robinson, F.G. (1969). School Learning: An Introduction to Educational Psychology. New York: Holt, Rinehart & Winston
Bai, H., & Ertmer, P. A. (in press). Teacher educators’ beliefs and technology uses as predictors of preservice teachers’ beliefs and technology attitudes. Journal of Technology in Teacher Education.
Bailey, G. D. (1997). What technology leaders need to know: The essential top 10 concepts for technology integration in the 21st century. Learning and Leading With Technology, 25(1), 57-62.
Bailey, J. L., & Stefaniak, G. (2002). Preparing the information technology workforce for the new millennium. ACM SIGCPR Computer Personnel, 20(4), 4-15.
Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-scale research study on technology in K-12 schools: Technology integration as it relates to the National Technology Standards. Journal of Research on Technology in Education.
98
Beasley, W., & Sutton, R. (1993). Integration of computers in schools: Three levels of teacher expertise. Journal on Computing in Teacher Education. 9C4V 11-15.
Beasley, W., & Sutton, R. (1993). Integration of computers in schools: Three levels of teacher expertise. Journal on Computing in Teacher Education, 9(4), 11–15.
Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education.
Becker, H. J. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Teaching, Learning, and Computing: 1998 Survey. Irvine: The University of California, Irvine Center for Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51). Retrieved on June 21, 2010 from http://epaa.asu.edu/ojs/article/view/442.
Becker, H. J., & Riel, M. M. (1999, September). Teacher professionalism and the emergence of constructivist-compatible pedagogies. Center for Research on Information Technology and Organizations. Retrieved November 13, 2002, from http://www.crito.uci.edu/tlc/findings/special_report2/aerj-final.pdf
Birkenholz, R. J., & Stewart, B. R. (1991). The use of instructional technologies in agricultural education. Journal of Agricultural education, 32(2), 40-48.
Blankenship, S. E. (1998). Factors related to computer use by teachers in classroom instruction. Doctoral Dissertation, Virginia Polytechnic Institute and State University.
Bloemen, P., Carleer, G., Boer, W. de, Fisser, P., Kamp, I., & Remmers, E. (1999) Evaluatie TeleTOP en C@mpus+ 1998/1999. Eindrapportage. Intern Rapport. Enschede: Toegepaste Onderwijskunde, Universiteit Twente.
Boethel, M., & Dimock, K. (1999). Constructing with technology: A review of the literature. Southwest Educational Development Laboratory. Austin, TX.
Bork, A. (1985). Personal computers for education. New York: Harper & Row Bosch, K. A. (1993). Is there a computer crisis in the classroom?. Schools in
the Middle.
99
Bracey, G. (1994). Computers improve teaching. Electronic Learning (Special Supplement).
Brosnan, M. (1998). Technophobia: The psychological impact of information technology. London: Routeledge.
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.
Causey, V. E., Thomas, C. D., & Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for pre-service teacher education. Teaching and Teacher Education, 16, 33–45.
Chin, S. & Hortin, J. (1993). Teachers' perceptions of instructional technology and staff development. Journal of Educational Technology Systems, 22 (2), 83-98.
Christensen, R. (1998). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas, Denton.
Christensen, R. (1998). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas. Retrieved on 12 November, 2003, from http://www.tcet.unt.edulresearch/dissert/rhondac.
Christensen, R. (1998). Effect of technology integration education on the attitudes of teachers and their students. Doctoral dissertation, University of North Texas. Retrieved on 12 November, 2003, from http://www.tcet.unt.edulresearch/dissert/rhondac.
Collis, B. (1996). Tele-learning in a digital world: the future of distance learning. London: International Thomson Computer Press.
Corno, L., & Snow, R. (1985). Adapting teaching to individual differences among learners. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 605–629). New York: Macmillan.
Cuban, L. (2001). Oversold and underused: Computers in the Classroom. Cambridge, MA: Harvard University Press. Retrieved July 12, 2004, from http://www.hup.harvard.edu/pdf/CUBOVE.pdf
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.
Davis, E. A. (2006). Characterizing productive reflection among pre-service elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281–301.
100
Denk, J., Martin, J. & Sarangarm, S., “Not yet comfortable in the classroom: A study of academic computing at three Land-Grant Universities”, Journal of Educational Technology Systems,1993, Vol. 22(1), pp. 39-55
Denzin NK, Lincoln YS (eds.). Handbook of Qualitative Research. London: Sage Publications, 2000.
Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research in Computing Education.
Dugas, J. & Adams, P. (2001). Summative Evaluation Report for preparing tomorrow’s Teachers Educational Technology Research and Development.
Dupagne, M., & Krendel, K. A. (1992). Teachers‟ attitudes towards computers: A review of literature. Journal of Research on Computing in Education, 24(3), 420-429.
Dwyer, D.C., Ringstaff, C & Sandholtz, J. H. (1997). Teacher beliefs and practices part II: support for change: the evaluation of teachers’ instructional beliefs and practices in high access to technology classrooms, first – fourth year findings. Cupertino, CA: Apple Computer.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining Teachers’ Beliefs about the Role of Technology in the Elementary Classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-64.
Fecho, B. (2001). “Why are you doing this?”: Acknowledging and transcending threat in a critical inquiry classroom. Research in the Teaching of English, 36, 9–37.
Fletcher, W. E., & Deeds, J. P. (1991). Factors preventing microcomputer use among secondary agriculture education teachers in the United States. Proceedings of the Eighteenth Annual National Agricultural Education Research Meeting, Los Angeles, 229-237.
Gallo and Horton (1994) Assessing the effect on high school: Teachers of direct and unrestricted access to the Internet, Journal of Educational Technology Research and Development, vol.24, no. 4, pp. 17-39
Gardner, D. G., Discenza, R., & Dukes, R. L. (1993). The measurement of computer attitudes: An empirical comparison of available scales. Journal of Educational Computing Research. 9(41. 487-507.
101
Gobbo, C., & Girardi, M. (2001). Teachers‟ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10 (1 & 2), 63–86.
Golden, B. (1997). Does your technology deliver. Techniques, 72(7). 16-19.
Goldsborough, R. (2003). Taming technology fears. Community College Week: Technology Today, 15(24), 19.
Grant. M., Ross. S, Wang. W., Potter. A., & Wilson. Y. (2004). Riverdale elementary “learning without limits” 2003-2004 evaluation report. Memphis. TN: Center for Research in Educational Policy.
Gray, K. C. (2001). Teachers' perceptions of innovation adoption. Action in Teacher Education, 23 (2), 30-35. http://dx.doi.org/10.1080/01626620.2001.10463061
Green, T E (1971). The activities of teaching. New York: McGraw-Hill.
Gregoire, M. (2003). Is it a challenge or a threat? A dual process model of teacher's cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147–179.
Gressard, C., & Loyd, B. (1985). Age and staff development experience with computers as factors affecting teacher attitudes toward computers. School Science and Mathematics, 85(3), 203-209.
Harvey, J. & Purnell, S. (1995). Technology and teacher professional development. Santa Monica, CA: RAND.
Harwood, P. & Asal, V. (2008). Educating the first digital generation. Westport, CT: Praeger.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252.
Hignite, M. A., & Echternacht, L. J. (1992). Assessment of the relationships between the computer attitudes and computer literacy levels of prospective educators. Journal of Research on Computers in Education. 24. 381-389.
Honey, M. & Moeller, B. (1990). Teacher's beliefs and technology integration: Different values, different understandings. CTE Technical Report Issue No. 6. Education Development Center, Inc. Center for Children and Technology.
Hope, W. C. (1997). Resolving teachers' concerns about microcomputer technology. Computers in the Schools, 13 (3-4), 147-160. http://dx.doi.org/10.1300/J025v13n03_12
102
Huang, S. L., & Padron, Y. N. (1997). Differences in prospective teachers’ perceptions of computers: A cross-national study. Eighth International Conference of the Society for Information Technology and Teacher Education. Orlando, F.L.
Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a state wide survey. Doctoral dissertation, the Ohio State University.
Kagan, D. M. (1992). Implications of research on teacher beliefs. Educational Psychologist, 27, 65–90.
Kellenberger, D. (1997). Predicting pre-service teacher perceived computer use under differential access to resources. Journal of Educational Computing Research, 16, 53-64.
Knupfer, N. N. (1993). Teachers and educational computing: Changing roles and changing pedagogy, in R. Mulfolettop & N. Knupfer (Eds.), Computers in Education: Social, Political and Historical Perspective’s (pp.163-179). Cresskill, NJ: Hampton Press.
Koohang, A. A. (1989). A study of attitudes toward computers: Anxiety, confidence, liking and perception of usefulness. Journal of Research on Computing in Education. 22(2). 137-150.
Kotrlik, J. W., Harrison, B. C., & Redmann D. H. (2000). A Comparison of Information Technology Training Sources, Value, Knowledge, and Skills for Louisiana's Secondary Vocational Teachers. Journal of Vocational Education Research, 25,4, Retrieved October 23, 2000, from http://scholar.lib.vt.edu/ejournals/JVER/v25n4/kotrlik.html
Lahtinen, E., Verkkopedagogiikka, Helsinki 1997.
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56, 389-420. http://dx.doi.org/10.3138/cmlr.56.3.389
Laurenson, D. J. (1995). Mathematics and the drift towards constructivism: Are teacher beliefs and teaching practice following the beat of the same drummer? NCSSSMST Journal, (1), 3−7.
Laurenson, D. J. (1995). Mathematics and the drift towards constructivism: Are teacher beliefs and teaching practice following the beat of the same drummer? NCSSSMST Journal,(1), 3−7.
Law, N., Yuen, H.K., Ki, W.W., Li, S.C. Lee, Y. & Chow, Y. (2000). Changing Classrooms & Changing Schools: A Study of Good Practices in Using ICT in Hong Kong Schools. The University of Hong Kong. Centre for Information Technology in School and Teacher Education
103
Lawton, J., & Gerschner, V. T. (1982). A review of the literature on attitudes towards computers and computerized instruction. Journal of Research and Development in Education. 16C1'). 50-55.
Liao, Y. C. (1993). Effect of computer experience on computer attitudes among pre-service, and postulant teachers. In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and teacher education annual 1992.(pp.498-505). Charlottesville, VA: Association for the Advancement of Computing in Education.
Lillard, D. (1985). A survey of Warren County teachers concerning the instructional use of microcomputers. (ERIC Document Reproduction Service No. ED 264 224)
Lim, C. P., Teo, Y. H., Wong, P., Khine, M. S., Chai, C. S., & Divaharan, S. (2003). Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14(4), 405–423.
Loyd, B. H., & Gressard, C. (1986). Gender and amount of computer experience of teachers in staff development programs: Effects on computer attitudes and perceptions of the usefulness of computers. Association for Educational Data Systems Journal, 18(4), 203-311.
Lu, C. (2002). Instructional technology competencies perceived as needed by vocational teachers in Ohio and Taiwan. Doctoral dissertation, The Ohio State University, Columbus.
Marcinkiewicz, H. R. (1993/1994, Winter). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education. 26(2), 220-237.
Mclnerney, V., Mclnerney, D. M., & Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research 1!(!)« 27-50.
Miller, J. A. (1997). On-line, Off-track. Techniques, 72(7), 13-15.
Miller, S., Meier, E., Payne-Bourcy, L., Shablak, S., Newman, D., Wan, T. W., Casler, E. C., & Pack, G. (2003, April). Technology as a catalyst for change: A leadership model for transforming urban teacher programs. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Milson, A. J. 2002. “The Internet and inquiry learning: the integration of medium and method in a sixth grade social studies classroom”. Theory and Research in Social Education, 30, 3: 330-353.
Morehead, P. & LaBeau, B (2014). The Continuing Challenges of Technology Integration for Teachers. Retrieved on June 12, 2015 from http://tip.psychology.org/morehead/challenges.pdf
104
Morreale, S. P., Spitzberg, B. H., & Barge, J. K. (2001). Mediated communication competence. In Morreale, et al. (Eds.), Human communication; Motivation, knowledge, & skills (pp. 173-201). Lexington, KY: Wadsworth.
Morrison, G., Lowther, D., & DeMeulle, L. (1999). Integrating computer technology into the classroom. Upper Saddle River, NJ: Merrill/Prentice Hall.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
Padron, Y.N. (1993). Teacher education students’ attitudes toward equity issues in technology. . In D. Carey, R. Carey, D.A. Willis, & J. Willis (Eds.), Technology and teacher education annual-1993.Charlottesville, VA: Association for the Advancement of Computing in Education.
Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
Park, S. H., & Ertmer, P. A. (2008). Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach.
Parr, J. M. (1999). Extending educational computing: A case of extensive teacher development and support. Journal of Research on Computing in Education, 31, 280-302.
Pelgrum, W.J & Anderson, R.E (1999). ICT and the emerging paradigm for lifelong learning: a worldwide educational assessment of infrastructure, goals and practice. International Association for the Evaluation of Educational Achievement and University Twente.
Plomp, W. & Pelgram,. T. (1991). The use of computers in education worldwide: Results from the IEA Computers in Education' survey in 19 educational systems. Oxford: Pergamon Press.
Rakes, G., & Casey, H., (2002, November). An analysis of teacher concerns toward instructional technology. International Journal of Educational Technology, 3(1). Research on Information Technology and Organizations. Retrieved June 7, 2002, from www.crito.uci.edu/TLC/finding/Internet-Use/startpage.htm
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (eds.). The handbook of research in teacher education. New York: Macmillan, 102−119.
Rohrkemper, M., & Corno, L. (1988). Success and failure on classroom tasks: Adaptive learning and classroom teaching. Elementary School Journal, 88, 296–312.
105
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations and pupils' intellectual development. New York: Holt, Rinehart, & Winston.
Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (1999). Predictors of teachers' confidence in their ability to implement computer-based instruction. Journal of Educational Computing Research, 21(1), 75-97. http://dx.doi.org/10.2190/CGXF-YYJE-47KQ-MFA1
Roward, C. (2000). Teacher use of computers and the Internet in public schools. Washington, DC: National Center for Education Statistics. Retrieved on October 6, 2008, from http://nces.ed.gov/pubs2000/2000090.pdf
Russell, M., O’Dwyer, L., Bebell, D., & Miranda, H. (2004). Technical report for the USEIT study. Boston, MA: Boston College, Technology and Assessment Study Collaborative. Retrieved October 12, 2004, from http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1024&context=intasc
Seaver, W. B. (1973). Effects of naturally induced teacher expectancies. Journal of Personality, 28, 33–342.
Spires, H., Lee, J., Turner, K., & Johnson, J. (2008). Having Our Say: Middle Grade Student Perspectives on School, Technologies, and Academic Engagement. Journal of Research on Technology in Education, 40(4), 497-515.
Stevens, D. J. (1982). Educators perceptions of computers in education: 1979 and 1982. Association for Educational Data Systems Journal. 145(11. 1-15.
Summers, M. (1990). New student teachers and computers: An investigation of experiences and feelings. Educational Review. 42(3V 261-271.
THE 2006 innovators. (2006, December 1). T.H.E. Journal, 33(17), 14-27. Retrieved on October 27, 2008 from http://www.thejournal.com/articles/19790.
UNESCO Bangkok, 2003 Developing and Using Indicators of ICT Use in Education
Violato, C., Mariniz, A., & Hunter, W. (1989, Winter). A confirmatory analysis of a four-factor model of attitudes toward computers: A study of preser-vice teachers. Journal of Research on Computing in Education, 22, 199–213.
106
Voogt, J., Gorokhovatsky, Y. & Almekinders, M. (2003). Information and communication technology in rural schools: innovative didactics in Physics teaching. Enschede: University Twente.
Wang, M., Haertel, G., & Walberg, H. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.
Wetzel, K. (1993). Models for achieving computer competencies in preservice education. Journal of Computing in Teacher Education, 9(4), 4-6.
Wonacott M. E. (2001). Implications of distance education for CTE. ERIC Document Reproduction Service. No. EDQ-CE-00-227
Woodrow, J. E. (1987). Educators' attitudes and predispositions towards computers. Journal of Computers in Mathematics and Science Teaching, 6 (3), 27-37.
Woodrow, J. E. (1992). The influence of programming training on the computer literacy and attitudes of preservice teachers. Journal of Research on Computing in EducatiQiL_25(2), 200-218.
Yang, H.; Mohamed, D.; and Beyerbach, B. (1999).An investigation of the computer anxiety among vocational-technical teachers. Journal of Industrial Teacher Education, 37(1), 64-82.
Zhao, Y., & Frank, K. A., (2003). An ecological analysis of factors affecting technology use in schools. American Educational Research Journal, 40, 807-840.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104 (3), 482-515.
INTERNET
http://www.ijastnet.com/journals/Vol_3_No_1_January_2013/9.pdf
https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-
technology
http://www.voctech.org.bn/conference/papers/%5BMY%5D%20Dr.%20Sukri%
20Saud%20&%20Prof.%20Rashid.pdf
http://www.buzzle.com/articles/types-of-technology-in-the-classroom.html
http://mytechtips.pbworks.com/f/Effects%20of%20Technology%20Integration
%20Education%20on%20the%20Attitudes%20of%20Teachers%20and%20St
udents%20%281%29.pdf
107
http://www.education.com/reference/article/teacher-beliefs/#D
https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-
technology
http://www.nald.ca/library/research/stranger/chap3/pg5.htm
http://www.dlc-ubc.ca/wordpress_dlc_mu/educ500/files/2011/06/pbl_park.pdf
http://en.wikipedia.org/wiki/Computer_literacy
http://bibliotecadigital.conevyt.org.mx/concurso/tematica_e/0132.pdf